Educação de Jovens e Adultos: uma análise do currículo do curso de Pedagogia da Faculdade de Educação da UFC para a formação inicial de professores

Abstract

This work addresses questions about the Educação de Jovens e Adultos (Education of Youth and Adults)-EJA, with the aim of analyzing and reflecting on the curricular structure (2014.1) of FACED/UFC in the initial training of teachers. For this, the work aims to analyze the offer of curricular components that deal with the theme, drawing a parallel with the other areas of formation of the course, as it seeks to reflect on the profile of the EJA's target audience and its learning demands. Due to the pandemic, caused by SARS-Cv-2 (Covid 19), from mid- February to March 2020, we had to opt for a qualitative research based on the assumptions of Bogdan & Biklen (1994). Thus, the methodology is based on the bibliographic and documentary study, which are based on the theoretical conceptions of FREIRE (1982, 1983, 1984, 1987, 1996, 1997, 2006 and 2011); NÓVOA (1995); MACHADO (2008 and 2016), BRUNEL (2008), GADOTTI ( 2008, 2011, 2013 and 2017), among others, in addition to the legal grounds (CF 1988; LDB/96). With the pandemic, education is suffering impacting setbacks, such as dropping out of regular school (today) of children and adolescents. And as a consequence in the near future, they will join the EJA modality. Thus, this work proposes to reflect on the need for spaces for initial teacher education, especially FACED/UFC, to adapt their curricular constructs (content) to offer a more qualified training for teachers, since these will need to meet, with dignity, the demand that is announced for the EJA modality. We conclude that the offer of curricular components for this modality in the UFC Pedagogy course is insufficient, as it compromises the training of teachers, and that a closer look at this modality is necessary in the next curricular reformulations.