A Formação do professor da EJAI e os desafios da prática: entre tensões, limites e possibilidades

Abstract

The present article is the result of research carried out between the years of 2021 and 2022 in the city of Amargosa, in the state of Bahia. The objective is to comprehend till the CFP’s Pedagogy course can educate future teachers to attend the demands and challenges of Youth, Adult and Elderly Education in your specifies. In front of this objective, the main theoricals base, that are the basement of this written assignment, were guided by: Arroyo (2004, 2006, 2017), Gomes (2015), Borba (2021), Dantas (2019), Ventura (2012), Freire (1996), Ventura e Bomfim (2015), Paiva e Fernandes (2016) for the vast contribution of their theories for better comprehension of our object in discussion. Further, these theorists, others were also quoted through this written assignment in order to complement and legitimize the reflections here highlighted. Methodologically, as this study happens, a search was made by a quantitative- qualitative approach, using as data production procedure a questionnaire, that was available on Google Forms and a semi structured interview with two teachers who work in the Youth, Adult and Elderly Education. The criterion for choosing and inviting participants was being graduated in Pedagogy by CFP/UFRB and act as a teacher in the mode of EJAI. The results obtained revealed a shortage of the pedagogy curriculum over EJAI about facing the challenges presented in the EJAI's pedagogical time. For conclusion, we emphasize the deficiencies present in the curriculum, according to the results of the search that was identified in other curricula, in addition to the one belonging to the Pedagogy of the CFP/UFRB, and it was possible to verify that the EJAI modality, according to Arroyo (2004; 2017) and Freire (1996), has its own specificities and that this difference needs to be reflected in the pedagogical practice used in the classroom.