Pedagogia, projetos acadêmicos de ensino e extensão, e educação de jovens, adultos e idosos: contribuição da experiência em projetos acadêmicos para a formação docente inicial

Abstract

This work involved gathering some accounts of my experience with university teaching and extension projects that specifically contributed to the development of my formative experiences in Youth, Adult, and Elderly Education (EJAI). To achieve this, it was necessary to outline a timeline of the development of Education, particularly EJAI, as well as the literacy process in Brazil, in order to understand the necessity of experiencing teaching even as a student, especially regarding such a specific mode of education, yet with a dense history of governmental lag and scarce theoretical or practical material specifically aimed at it. The theoretical elements were composed, on one hand, of conceptions of Brazilian Education from a historical perspective, specifically focusing on literacy practices, and on the other, about the notion of experience (Bondía, 2016), as fundamental for academic-professional training, based on Brunieri (2022), which addresses the initial training of teachers. The objective of this monograph was to analyze, through examples from my experience, how these experiences and encounters were significant in shaping me as a pedagogy teacher, specifically for teaching in EJAI. The methodology is based on the principle of autobiographical research by Abrahão (2003), and the analyses are conducted using the comprehensive analysis method (Abrahão, 2003), considering the subjectivity of the accounts, separated into five scenes (Beginning of Experience Processes, Hostility between Specific Licensure and Pedagogy in the School Space, Challenges in the School Space, New Attempts for a Fresh Start, Interactions and Relationships with Students), taken from a personal diary in which I recorded moments during teaching and extension projects, and used as a research tool. This research was able to clarify how access to university projects allows undergraduates to become teachers. Additionally, considerations are made about the weight and impact of the experiences reported and analyzed for academic training in such a broad course, whose opportunities for fieldwork, which are many, are scarcely possible to contact still during undergraduate studies.