Educação de Jovens e Adultos em Educação a Distância: formação e prática docente

Abstract

The scope was to investigate the understandings of teachers of the semi-presential Pedagogy Undergraduate Course at the Universidade Estadual do Ceará (UECE), who teach the discipline of Youth and Adult Education (EJA) in Distance Education (EaD), about their work as teachers. The qualitative research, of the case study type, was developed through a semi-structured interview with five participants: a teacher trainer, an on-site tutor and three distance tutors, in August 2018. The collected material was treated using the content analysis technique, which made three categories emerge: training to teach the subject of EJA and its implications for the Pedagogy course; methodologies adopted in the discipline EJA in EaD; and challenges to teach EJA in EaD. The relevance of the discipline for teacher training was found and it was found that the study participants demonstrate involvement and commitment to EJA, adapting methodologies with a view to better learning development. Despite this, there are several problems faced, such as the workload for face-to-face classes, understood as insufficient, the students’ lack of commitment to distance activities and evasion.