A formação do docente da EJA: um estudo de escolas estaduais da Paraíba

Abstract

Facing the challenges that the Youth and Adults Education provides us, the present work aims to investigate the training of educators engaged in adult education in the context of state schools. The theoretical foundations of the research include the historical context in which we find the valuation of the educator over the years; legal advances through official documents, as well as the profile of the educator who can be ready to act in the mode of teaching, using as the theoretical part Paiva (2003), Paulo Freire (1979, 1996, 1970), Libâneo (2001) and Pinto (2010). This study uses a qualitative methodology, having oral testimony of teachers as research source. Those testimonies were collected in informal interviews. The survey data were analyzed according to qualitative analysis technique. Through the analysis of the training of teachers of adult education, and their demands and needs, the study reveals that professionals that are acting in youth and adult education have no specific training for this teaching modality. It was also possible to verify some necessarydemands on the training of the teacher, such as: Teacher’s didactic, pedagogical and didactic strategies e the awakening of teachers’ interest in research.