Desafios à prática pedagógica na EJA e formação docente: uma narrativa autobiográfica

Abstract

This study consists of autobiographical research that describes the challenges and potential of teaching practices within Youth and Adult Education (EJA). The primary objective is to describe the main difficulties faced in the daily teaching routine of this educational modality, reflecting on how these obstacles shape the teacher's identity and pedagogical approach, as well as the contributions of Supervised Internship-V to the process of professional development. Methodologically, the study adopts a qualitative approach, utilizing autobiographical narrative as an investigative tool to revisit trajectories, memories, and the reflective paths of this formative journey. The theoretical dialogue is grounded in authors who discuss teacher training, Popular Education, and the specificities of EJA learners. The reflections indicate that the experience in the field internship, combined with a critical analysis of my own trajectory, is fundamental for developing a teaching identity sensitive to the socio-cultural demands of young and adult students, allowing for the overcoming of decontextualized perspectives and the consolidation of an emancipatory practice.