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Advisor(s)
Abstract(s)
A Educação de Jovens e Adultos, considerada uma modalidade de ensino
pela atual legislação brasileira, carece de uma formação inicial docente que a
contemple em seus projetos pedagógicos e práticas educativas. O estudo teve
por objetivo investigar o espaço da temática Educação de Adultos no processo
de formação inicial de professores em cursos de licenciatura. A partir de uma
metodologia qualitativa, foram analisados os cursos de licenciatura de uma
Instituição Federal de Ensino. Nessa análise realizou-se estudo documental e
aplicação de questionários e entrevistas, a fim de verificar se os cursos
contemplam a EJA em seu Projeto Pedagógico; se oferecem disciplinas
específicas sobre a EJA; que perspectiva o professor e o coordenador do curso
têm em relação à formação específica e, por fim, qual a percepção dos
egressos dos cursos quanto à sua preparação para o ensino de jovens e
adultos. Os resultados apontam a importância da inclusão de uma disciplina
específica que aborde a temática EJA na grade curricular dos cursos de
licenciatura e revelam a necessidade de garantir sua presença em outros
espaços de discussão e momentos de formação durante o curso.
The Youth and Adult Education, considered a teaching modality by the current Brazilian legislation, requires an initial teacher education that contemplates it in their pedagogical projects and educational practices. The purpose of this study was to investigate the space of the adult education in the process of initial teacher training in the undergraduate courses. From a qualitative methodology, the undergraduate courses of a Federal Teaching Institution were analyzed. In this analysis a documentary study and application of questionnaires and interviews were carried out, in order to verify if the courses contemplate the Youth and Adult Education in their Pedagogical Project; specific subjects in the Youth and Adult Education; what perspective the teacher and the coordinator of the course have in relation to the specific training and, finally, what the graduates' perception about their preparation for the youth and adults teaching. The results point to the importance of including a specific subject that addresses to the Youth and Adult Education theme in the curriculum of undergraduate courses and reveals the need to guarantee their presence in other discussion spaces and training moments during the course.
The Youth and Adult Education, considered a teaching modality by the current Brazilian legislation, requires an initial teacher education that contemplates it in their pedagogical projects and educational practices. The purpose of this study was to investigate the space of the adult education in the process of initial teacher training in the undergraduate courses. From a qualitative methodology, the undergraduate courses of a Federal Teaching Institution were analyzed. In this analysis a documentary study and application of questionnaires and interviews were carried out, in order to verify if the courses contemplate the Youth and Adult Education in their Pedagogical Project; specific subjects in the Youth and Adult Education; what perspective the teacher and the coordinator of the course have in relation to the specific training and, finally, what the graduates' perception about their preparation for the youth and adults teaching. The results point to the importance of including a specific subject that addresses to the Youth and Adult Education theme in the curriculum of undergraduate courses and reveals the need to guarantee their presence in other discussion spaces and training moments during the course.
Description
Keywords
Educação de jovens e adultos Formação inicial docente
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação