Desafios dos educadores da Universidade Estadual de Feira de Santana – UEFS, vinculados ao Programa Todos Pela Alfabetização – TOPA, junto ao processo de formação dos bolsistas do programa: análise do período 2011 – 2015

Abstract

This research was carried out with the purpose of investigating the challenges faced by the teacher trainers, teachers of the State University of Feira de Santana - UEFS, in the process of training the scholarship students of the Program for the Literacy of All - TOPA. The result allowed us to understand how the Program and the training process of the Fellows are structured, under the responsibility of the UEFS as a Training Unit, from the moment of selection of teacher trainers, methodological and pedagogical planning of the training, to the training stages themselves and as the activities of these trainers are carried out in the planning stages and during the training classes, as well as the difficulties faced. In order to fulfill the objectives, the research method used was the case study, in a qualitative, exploratory-descriptive approach, through documentary analysis and ex-post facto research from the analysis of official documents, the work plan and the training reports, prepared by TOPA / UEFS coordination and forwarded to the SEC with the results of the actions carried out, as well as semi-structured interviews with UEFS faculty members who have acted for at least two (2) consecutive years of the Program between the years 2011 and 2015. The relevant factors highlighted in the research were the way the training, the training teachers' commitment to the training action, the procedures, or the lack of them, to Program, the specificities of Youth, Adult and Elderly Education and the learning methodology used by the UEFS pedagogical coordination to develop a training plan appropriate to TOPA's target audience and, finally, the teachers' perception regarding the training process of the scholarship holders, their gaps and, from the research contributions, how the program can be restructured in order to fulfill its social role as a state public policy to promote the socioeconomic and cultural inclusion of the literacy students.