FORMAÇÃO DOCENTE EM CIÊNCIAS DA NATUREZA E MATEMÁTICA NA EJA-EPT: ANÁLISE DOCUMENTAL DO EJA-PRO-10 EM GOIÁS

Abstract

Given the challenges of implementing Youth and Adult Education (EJA) in articulation with Professional and Technological Education (EPT) and the need for consistency between institutional objectives and pedagogical-normative frameworks, this study examined how teacher training in Natural Sciences and Mathematics is articulated in the prescribed framework of EJA-PRO-10 and what documentary evidence supports the integration of general and technical training in the program, in a tourist city in Goiás. The objective was to analyze, through a case study and documentary analysis, how teacher training is expressed in the prescribed plan and what evidence supports the integration between general and technical training in the program. To this end, a qualitative analysis of foundational public documents — Curriculum Matrix, Political-Pedagogical Project (PPP), and School Regulations (RE) — was conducted, organized by descriptors and analytical categories, ensuring traceability within the documentary scope. Thus, a chronological progression of the curriculum was observed, with an intensification of technical training in the 3rd and 4th semesters; the RE outlines regulations regarding assessment, attendance, and make-up exams, while the PPP emphasizes guidelines for inclusion and the relationship with the workplace. There was little textual elaboration on operational mechanisms for curricular integration and on terms directly linked to teacher training and educational dimensions broadly associated with student autonomy, limiting the scope of empirical inference regarding educational outcomes. It is concluded that, although the program formalizes the articulation between Adult and Youth Education (EJA) and Basic Education (EPT), the prescriptive density regarding integration and teacher training by subject area remains largely unoperationalized in the analyzed documents, indicating opportunities for institutional improvement and an agenda for complementary research with participants.