Formação docente continuada em EJA: imersão em práticas educativas emancipadoras

Abstract

This work explores the importance of initial and continuing teacher training in Youth and Adult Education (EJA), aiming to ensure competencies and a didactic-pedagogical foundation guided by emancipatory methodologies. Such practices are geared not only towards the students' permanence in school, but also towards their integral and solid education, a public that, historically, has had its right to education denied. Faced with this reality, the need arises to develop and implement, in public schools, a space focused on the understanding and acquisition of innovative knowledge. This environment should serve as a basis for re-signifying the school space directed towards this teaching modality. The research also presents a brief history of EJA in Brazil between the 1930s and 1960s, as well as a succinct approach to the profile of its target audience. Discussions about EJA in the distance learning modality (EAD) are also integrated, highlighting its advantages, disadvantages, and challenges. Methodologically, the research is anchored in an exploratory bibliographic study with a qualitative approach, analyzing productions focused on teacher training in the area. This line aligns with the objectives of the work, which aim to map and analyze publications on the subject for the production of new content. Finally, it is concluded that initial and continuing training, from the perspective of the practical context, is fundamental to grounding teaching action, in the face of teaching theories and practices, seeking the qualification of educators and the consequent integral formation of students. The educational product resulting from this research is a handbook of strategies for teaching and learning situations in Youth and Adult Education (YAE), entitled Pedagogy of Becoming.