Desafios e perspectivas na formação inicial e continuada de professores do 1º segmento da educação de jovens e adultos (EJA) em uma escola municipal de Manaus / AM

Abstract

This paper is a study of the initial and continuing training of teachers of the 1st segment of Youth and Adult Education (EJA) in a municipal school in Manaus-AM. In this context, our general objective is to analyze the challenges and perspectives in the initial and continuing training of teachers who work in the 1st segment of Youth and Adult Education in a municipal school in Manaus-AM; and based on this we have listed the following as specific objectives: To examine the laws, decrees, guidelines and project pedagogical of the pedagogy course that guide the process of initial and continuing training of teachers for the EJA; To identify how specific pedagogical experiences and practices for the EJA are approached throughout the pedagogy course at UEA and to verify the impact of initial and continuing training of teachers on their pedagogical practice. In this investigation we adopted a qualitative approach, of a bibliographical, documentary and field nature, using the method of the indicative paradigm. In order to provide a theoretical-methodological foundation for , we used the ideas and concepts of Ginzburg (1990); Furtado, Machado (2021); Coelho (2007, 2022); Soares (2006, 2011); Soares, Pedroso (2016); Estrela, Andrade (2021) and Dantas, Cardoso (2019). Youth and Adult Education (EJA) is a type of education that caters for a variety of students who, for various reasons, have not completed their studies. Among these reasons, we can mention living far away from school, a heavy workload, pregnancy, responsibility for supporting the family, lack of encouragement, school failure, among other factors. This modality represents a significant challenge in the educational context, requiring specific strategies to meet the needs of these students. For these reasons, teacher training is extremely important in order to guarantee permanence for these individuals and ensure that they take full advantage of the opportunity to complete their studies. In practice, we opted for participant observation in the 1st stage classroom of EJA and held dialogues with the teachers and pedagogue in an attempt to examine apparently insignificant clues. In view of this, teacher training for Youth and Adult Education still has weaknesses, both in the field of public policies and in the provision of continuing education. It is necessary to rethink the curricula of degree courses, propose the constant updating of pedagogical practices, raise awareness of social issues and cultural. By promoting a student-centered learning environment that is sensitive to diversity, teacher training contributes to building a more inclusive, relevant and quality education for the EJA Keywords: Youth and Adult Education; Teacher Training; Amazonas.