Pedagogos(as) para educação de jovens e adultos: uma análise sobre a modalidade no curso de Pedagogia da UFPB

Abstract

This study aimed to analyze limits and possibilities in teacher training for Youth and Adult Education, based on the current curricular configuration of the Pedagogy course at the Education Center of the Federal University of Paraíba. To carry out the research, the following specific objectives were determined: to identify the profile of graduates of Pedagogy Degrees in the National Curriculum Guidelines for the course in Brazil and in the Pedagogical Project of the Pedagogy Course at CE-UFPB; raise issues of curriculum development in the way in which training in EJA has been carried out in these courses; and raise the perceptions of Pedagogy students about EJA from the training during the course. For that, a quantitative qualitative approach was used, with exploratory and descriptive levels, through a semi structured questionnaire applied with graduating students and graduates of the Pedagogy course. We sought to identify the presence of EJA and its subjects in the lecturers' discourse in the subjects attended, from the perception of students, as well as the presence of specific subjects. To support the work, the bibliographic and documentary survey allowed a brief reconstruction of its trajectory using Fávero (2010), Lopes (2016), Ribeiro (1998) and Strelhow (2012), the analysis of Brazilian regulatory frameworks through the National Curriculum Guidelines for the Pedagogy, EJA and Basic Education course and finally, with the support of Arroyo (2006), Freire (2016) and the LDB, the characteristics of the teacher to work in this modality. The research results point to the absence of EJA in the discourses of the trainer teachers in the various disciplines of the course and that this absence has, to a certain extent, an influence on the distance of undergraduates from this area of deepening, as well as on the not interested in developing monographs about it.