A educação de jovens e adultos na formação inicial de pedagogos (as): significados, desafios e perspectivas na Faculdade de Educação da Universidade Federal do Ceará.

Abstract

This research aimed to analyze how the modality of Youth and Adult Education (EJA) works in the initial formation of the pedagogue in the Pedagogy Course of the Faculty of Education of the Federal University of Ceará from 2014 to 2017. Reports of the National Seminar for the Training of Youth and Adult Educators and studies such as Soares (2008; 2011); Machado (2008), and Ventura and Bomfim (2015) reveal the need to rethink the curricula of Pedagogy courses in order to contemplate EJA. They point out the insufficiency of the knowledge produced in relation to initial formation to act in this modality. This research chooses dialectical paradigm and opted for qualitative methodological approach. Interviews were conducted with educators in training and graduated of the Course; There was participant observation in the classes of the Popular and Youth and Adult Education discipline and restructuring meetings of the Pedagogical Project of the Course (PPC) of 2014. Besides, there was a survey of dissertations and theses of the Graduate Program. FACED, and the Course Conclusion Works (TCC) focused on EJA; documentary research and analysis of the documents governing the Course, such as the 2014 PPC, and the relevant legislation. In the student view, the focus of this thesis, the initial training in the Pedagogy course for acting in the EJA, in the period investigated, is precarious. The invisibility and subordination of EJA in the Course are not limited to the lack of transversal and interdisciplinary approach in the modality. However, the Course has not always presented this reality. In other periods of its history, it had study groups, research, which motivated the creation of the Center for Youth and Adult Education, History and Memory of Ceará (NEJAHM-CE). The departure for the postdoctoral study of the coordinating professor of the Center at UFC, who develops research in the area, combined with other elements, is one of the aggravating factors of this scenario. The subjects presented suggestions for enhancing this formation, some already incorporated into the 2019 PPC. The research invites an invitation to reflection and action to improve the initial training of future FACED / UFC educators to work in the EJA. A transversal, interdisciplinary, creative formation that goes beyond the prescription. Because human education is continuous, permanent, , unfinished, but needs to strengthen, even in initial formation, because it is also political, its commitment to the education of the oppressed, therefore, also needs to give visibility to the EJA and respond it is up to him, which is training, to meet the demands of this type of teaching.