A Educação de Jovens e Adultos em questão: reflexões sobre a formação e a atuação de professores de uma escola pública de Cacimba de Dentro – PB

Abstract

For scholars Carvalho (2014), Machado (2009), public policies concern the actions and decisions of the Government and are aimed at solving society's problems. In order to act in this perspective, the Education of Young Adults considers the reality of the student, making knowledge accessible to students. This research aims to investigate how the training of EJA educators contributes to the training of students at Pedro Targino da Costa Moreira School in Cacimba de Dentro-PB and how teachers develop their pedagogical practices in this context of Youth and Adult Education. The locus of the research involved the Pedro Targino da Costa Moreira State School of Normal High School, located in the city of Cacimba de Dentro-PB. This study was based on the contributions of Masetto (1994), Freire (1996), Tardif (2014), Nóvoa (2007), Soares and Pedrosos (2016), Paiva (2012), which address teacher education; Assumann (2007), Delors (1996), their look at the concept of education, among other scholars, deepen their thoughts on teacher education, the concept of education and educational action, some official documents that talk about the right to education in EJA and its challenges for effectiveness on the educational system. The methodology presents a qualitative approach of the case study type. Data collection took place through a questionnaire and semi-structured interviews. Data analysis and interpretation were performed using the content analysis approach. The research had as subjects five teachers who worked in EJA in elementary and high school in the 2020 academic year. At the end of this work, as an educational product, a pedagogical guidance guide for EJA teachers. The discussions on the subject aimed to understand the training of teachers in this type of teaching and their pedagogical didactic methodologies in the classroom. The study revealed the importance of reflecting on who the teacher is who is inserted in this educational space, the challenges of legitimizing their pedagogical profession, the lack of continuing education, motivation and teaching materials to work in the school space and the lack of a reflective perspective about the students and their multiple diversities. It is expected that the work carried out is the starting point to collaborate with the reflection of teacher education in EJA and its role as a mediator of knowledge.