{"id":{"repo_id":"brazil-ufpb","oai_identifier":"oai:repositorio.ufpb.br:123456789/2054"},"canonical_url":"https://search.dev.ndltd.org/etd/brazil-ufpb/oai:repositorio.ufpb.br:123456789/2054","repository":{"repo_id":"brazil-ufpb","name":"Brazil UFPB","base_url":"https://repositorio.ufpb.br/oai/request"},"display":{"title":"Os discursos sobre a avaliação no currículo dos Centros Estaduais de Educação de Jovens e Adultos (CEJAS) da cidade de João Pessoa/PB","abstract":"This Course Conclusion Paper (CCP) derives from the implementation of the actions of an Institutional Grant Project for Scientific Initiation (PIBIC) of Federal University of Paraíba (UFPB), entitled \"CURRICULUM AND EVALUATION: contemporary discourses\", developed from 2014 to 2015. The purpose of the CCP was to analyze the meaning of evaluation in the curriculum of Youth and Adult Education State Centers (CEJAs) in João Pessoa / PB. Our analysis follows the conceptual matrix of Silva studies (1995; 2010; 2013), Pereira (2009), Lopes (2006), Moreira and Candau (2007) for the curriculum object; Fernandes and Freitas (2007), Luckesi (2011a; 2011b) and Esteban (2003) for evaluation purposes; among other authors mentioned in this study. The development of data analysis also approached the theories of Laclau (2011, 2013), Laclau and Mouffe (2015) on the field of Discourse Theory, particularly with reference to the category discourse. The research follows the post- critical epistemological perspective, and its study corpus consists of documents of national and local curriculum policies that guide the EJA, as well as interviews with two teachers from one of CEJAs, who teach in high school / adult education. Methodologically, we organized the examination of documents in a set digital texts, so that they became suitable for our analysis, always with a view to authenticity, legibility and careful selection of texts that make up the corpora. To undertake the analysis itself, we decided to use the Worsmith Tools 6 and its three tools: Wordlist, Concord and Keywords, each one with its specific features, because according Sardinha (2009), it consists of a set of tools, utilities, instruments and functions which potentiates the \"[...] analysis of various aspects of language, such as lexical composition, the theme of selected texts and rhetoric and compositional organization of genres\" (p.86). By following Gonsalves (2003) categories for organizing research studies, our research has an exploratory and explanatory character, in terms of its objectives; it is bibliographical and documentary research by reference to the collection procedures adopted; it is a field study because of the sources of information used and the nature of the data analyzed is quantitative - qualitative. Finally, our research showed that the fields of curriculum and assessment need further study in order to find possible solutions for the problems, beyond the critical field. The speeches recorded and analyzed by demonstrated just a few links between curriculum and assessment, viewed as two pedagogical elements capable of potentiating the pedagogical action in order to contribute to quality education, overcoming evasion and a compensatory vision that is often so evident in EJA. Thus, we believe that an initiative that could be the first step to solving problems related to teaching in adult education would be the revision of the curriculum matrices of teacher education courses, including the curricular component evaluation.","abstract_html":"This Course Conclusion Paper (CCP) derives from the implementation of the actions of an Institutional Grant Project for Scientific Initiation (PIBIC) of Federal University of Paraíba (UFPB), entitled "CURRICULUM AND EVALUATION: contemporary discourses", developed from 2014 to 2015. The purpose of the CCP was to analyze the meaning of evaluation in the curriculum of Youth and Adult Education State Centers (CEJAs) in João Pessoa / PB. Our analysis follows the conceptual matrix of Silva studies (1995; 2010; 2013), Pereira (2009), Lopes (2006), Moreira and Candau (2007) for the curriculum object; Fernandes and Freitas (2007), Luckesi (2011a; 2011b) and Esteban (2003) for evaluation purposes; among other authors mentioned in this study. The development of data analysis also approached the theories of Laclau (2011, 2013), Laclau and Mouffe (2015) on the field of Discourse Theory, particularly with reference to the category discourse. The research follows the post- critical epistemological perspective, and its study corpus consists of documents of national and local curriculum policies that guide the EJA, as well as interviews with two teachers from one of CEJAs, who teach in high school / adult education. Methodologically, we organized the examination of documents in a set digital texts, so that they became suitable for our analysis, always with a view to authenticity, legibility and careful selection of texts that make up the corpora. To undertake the analysis itself, we decided to use the Worsmith Tools 6 and its three tools: Wordlist, Concord and Keywords, each one with its specific features, because according Sardinha (2009), it consists of a set of tools, utilities, instruments and functions which potentiates the "[...] analysis of various aspects of language, such as lexical composition, the theme of selected texts and rhetoric and compositional organization of genres" (p.86). By following Gonsalves (2003) categories for organizing research studies, our research has an exploratory and explanatory character, in terms of its objectives; it is bibliographical and documentary research by reference to the collection procedures adopted; it is a field study because of the sources of information used and the nature of the data analyzed is quantitative - qualitative. Finally, our research showed that the fields of curriculum and assessment need further study in order to find possible solutions for the problems, beyond the critical field. The speeches recorded and analyzed by demonstrated just a few links between curriculum and assessment, viewed as two pedagogical elements capable of potentiating the pedagogical action in order to contribute to quality education, overcoming evasion and a compensatory vision that is often so evident in EJA. Thus, we believe that an initiative that could be the first step to solving problems related to teaching in adult education would be the revision of the curriculum matrices of teacher education courses, including the curricular component evaluation.","abstract_has_math":false,"creators":["Honorato, Rafael Ferreira de Souza"],"institution":"Universidade Federal da Paraíba","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015","date_published":"2015","updated_at":"2026-07-24T01:18:27Z","subjects":["Educação de jovens e adultos","Currículo","Avaliação educacional"],"languages":["por"],"rights":["Acesso aberto"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repositorio.ufpb.br/jspui/handle/123456789/2054","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Honorato, Rafael Ferreira de Souza"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-09-12T13:23:21Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-28","2017-09-12T13:23:21Z"]},{"key":"dc:date.issued","label":"Date","values":["2015"]},{"key":"dc:publisher","label":"Institution","values":["Universidade Federal da Paraíba"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Educação"]},{"key":"dc:type","label":"Dc Type","values":["TCC"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educação de jovens e adultos","Currículo","Avaliação educacional"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["por"]},{"key":"dc:rights","label":"Dc Rights","values":["Acesso aberto"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://repositorio.ufpb.br/jspui/handle/123456789/2054"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This Course Conclusion Paper (CCP) derives from the implementation of the actions of an Institutional Grant Project for Scientific Initiation (PIBIC) of Federal University of Paraíba (UFPB), entitled \"CURRICULUM AND EVALUATION: contemporary discourses\", developed from 2014 to 2015. The purpose of the CCP was to analyze the meaning of evaluation in the curriculum of Youth and Adult Education State Centers (CEJAs) in João Pessoa / PB. Our analysis follows the conceptual matrix of Silva studies (1995; 2010; 2013), Pereira (2009), Lopes (2006), Moreira and Candau (2007) for the curriculum object; Fernandes and Freitas (2007), Luckesi (2011a; 2011b) and Esteban (2003) for evaluation purposes; among other authors mentioned in this study. The development of data analysis also approached the theories of Laclau (2011, 2013), Laclau and Mouffe (2015) on the field of Discourse Theory, particularly with reference to the category discourse. The research follows the post- critical epistemological perspective, and its study corpus consists of documents of national and local curriculum policies that guide the EJA, as well as interviews with two teachers from one of CEJAs, who teach in high school / adult education. Methodologically, we organized the examination of documents in a set digital texts, so that they became suitable for our analysis, always with a view to authenticity, legibility and careful selection of texts that make up the corpora. To undertake the analysis itself, we decided to use the Worsmith Tools 6 and its three tools: Wordlist, Concord and Keywords, each one with its specific features, because according Sardinha (2009), it consists of a set of tools, utilities, instruments and functions which potentiates the \"[...] analysis of various aspects of language, such as lexical composition, the theme of selected texts and rhetoric and compositional organization of genres\" (p.86). By following Gonsalves (2003) categories for organizing research studies, our research has an exploratory and explanatory character, in terms of its objectives; it is bibliographical and documentary research by reference to the collection procedures adopted; it is a field study because of the sources of information used and the nature of the data analyzed is quantitative - qualitative. Finally, our research showed that the fields of curriculum and assessment need further study in order to find possible solutions for the problems, beyond the critical field. The speeches recorded and analyzed by demonstrated just a few links between curriculum and assessment, viewed as two pedagogical elements capable of potentiating the pedagogical action in order to contribute to quality education, overcoming evasion and a compensatory vision that is often so evident in EJA. Thus, we believe that an initiative that could be the first step to solving problems related to teaching in adult education would be the revision of the curriculum matrices of teacher education courses, including the curricular component evaluation."]},{"key":"dc:title","label":"Title","values":["Os discursos sobre a avaliação no currículo dos Centros Estaduais de Educação de Jovens e Adultos (CEJAS) da cidade de João Pessoa/PB"]}]}],"canonical_facts":{"dc:creator":["Honorato, Rafael Ferreira de Souza"],"dc:date.accessioned":["2017-09-12T13:23:21Z"],"dc:date.available":["2016-03-28","2017-09-12T13:23:21Z"],"dc:date.issued":["2015"],"dc:description.abstract":["This Course Conclusion Paper (CCP) derives from the implementation of the actions of an Institutional Grant Project for Scientific Initiation (PIBIC) of Federal University of Paraíba (UFPB), entitled \"CURRICULUM AND EVALUATION: contemporary discourses\", developed from 2014 to 2015. The purpose of the CCP was to analyze the meaning of evaluation in the curriculum of Youth and Adult Education State Centers (CEJAs) in João Pessoa / PB. Our analysis follows the conceptual matrix of Silva studies (1995; 2010; 2013), Pereira (2009), Lopes (2006), Moreira and Candau (2007) for the curriculum object; Fernandes and Freitas (2007), Luckesi (2011a; 2011b) and Esteban (2003) for evaluation purposes; among other authors mentioned in this study. The development of data analysis also approached the theories of Laclau (2011, 2013), Laclau and Mouffe (2015) on the field of Discourse Theory, particularly with reference to the category discourse. The research follows the post- critical epistemological perspective, and its study corpus consists of documents of national and local curriculum policies that guide the EJA, as well as interviews with two teachers from one of CEJAs, who teach in high school / adult education. Methodologically, we organized the examination of documents in a set digital texts, so that they became suitable for our analysis, always with a view to authenticity, legibility and careful selection of texts that make up the corpora. To undertake the analysis itself, we decided to use the Worsmith Tools 6 and its three tools: Wordlist, Concord and Keywords, each one with its specific features, because according Sardinha (2009), it consists of a set of tools, utilities, instruments and functions which potentiates the \"[...] analysis of various aspects of language, such as lexical composition, the theme of selected texts and rhetoric and compositional organization of genres\" (p.86). By following Gonsalves (2003) categories for organizing research studies, our research has an exploratory and explanatory character, in terms of its objectives; it is bibliographical and documentary research by reference to the collection procedures adopted; it is a field study because of the sources of information used and the nature of the data analyzed is quantitative - qualitative. Finally, our research showed that the fields of curriculum and assessment need further study in order to find possible solutions for the problems, beyond the critical field. The speeches recorded and analyzed by demonstrated just a few links between curriculum and assessment, viewed as two pedagogical elements capable of potentiating the pedagogical action in order to contribute to quality education, overcoming evasion and a compensatory vision that is often so evident in EJA. Thus, we believe that an initiative that could be the first step to solving problems related to teaching in adult education would be the revision of the curriculum matrices of teacher education courses, including the curricular component evaluation."],"dc:identifier.uri":["https://repositorio.ufpb.br/jspui/handle/123456789/2054"],"dc:language":["por"],"dc:publisher":["Universidade Federal da Paraíba"],"dc:publisher.department":["Educação"],"dc:rights":["Acesso aberto"],"dc:subject":["Educação de jovens e adultos","Currículo","Avaliação educacional"],"dc:title":["Os discursos sobre a avaliação no currículo dos Centros Estaduais de Educação de Jovens e Adultos (CEJAS) da cidade de João Pessoa/PB"],"dc:type":["TCC"]},"updated_at":"2026-07-24T01:18:27Z"}