EDUCAÇÃO DE JOVENS E ADULTOS (EJA): UM OLHAR PARA A FORMAÇÃO DOCENTE

Abstract

This article aims to show the importance of the teaching modality "Education of Youth and Adults" (hereinafter EJA) and to research how has been the training of those responsible for executing this teaching modality in practice. For that, a qualitative approach was used as a methodological approach regarding the modality of EJA, seeking to understand the legal proposal of teaching for EJA and how the pedagogical work of its teachers is in order to contribute to the construction of a quality education for the public. that this answer. And for the theoretical basis, he turned to the studies of Freire (1981; 1994; 2001), Di Pierro and Haddad (1994), Dombosco (2012), Soares (2002), among other theorists who acted and act in the search for a improvement of EJA teaching, as well as a study of current legislation and guidelines that address EJA. Thus, it was possible to observe that despite the efforts and dedication on the part of many who are involved in the search for an egalitarian education in Brazil, an education that really is a right for all as governs the constitution, in practice such a proposal still does not happen. With regard to the results obtained, it is observed that educational processes always constitute a complex and challenging exercise, and working on the training of teachers to be working in EJA would not be different, it is safe to say that the challenges are even greater, because this modality works with a wider public.