Formação inicial dos(as) professores(as) da educação de jovens e adultos no Estado do Rio Grande do Sul: o que revelam as pesquisas e os PPC’s dos cursos de licenciatura em Pedagogia

Abstract

This Course Completion Work (TCC) aims to study the initial formation of the Education of Young People and Adults (EJA) in the state of Rio Grande do Sul. The choice of research is justified by the importance of this modality of education for the initial formation of teachers. Methodologically, this study is characterized as a qualitative-quantitative approach, of the bibliographic and exploratory type. The techniques and instruments used constitute documentary and bibliographic research with content analysis. It has as a universe the set of researches that are about the initial formation in the EJA of the State of Rio Grande do Sul / BR, located in the Bank of Theses and Dissertations of the IBCT (Brazilian Institute of Information in Science and Technology) and the triangulation of these data with the mapping of undergraduate courses in pedagogy of HEI in Rio Grande do Sul. It aims to identify and understand the place of EJA in the initial formation of pedagogy courses in Higher Education Institutions of Rio Grande do Sul seeking to cross with the state of knowledge about the main objects and focus of analysis of the stricto sensu research: theses (doctorate) and dissertations (master's degree) on the initial formation of EJA teachers in the state of Rio Grande do Sul. Problematiza: What is the place of the EJA in the initial training of undergraduate courses in pedagogy at HEI in Rio Grande do Sul? This question has given rise to others that we have tried to answer: what has the research on initial formation of the EJA been pointing out about the necessity, characterization and constitution of the initial formation of teachers to attend this type of teaching? How is it presented, what is being discussed about the initial formation of teachers of Youth and Adult Education in Rio Grande do Sul? Results of this research reveal that there is not a significant representation investigations about the initial training in EJA in the state of Rio Grande do Sul, as well as most of the degree courses in pedagogy of HEIs in Rio Grande do Sul, do not include the EJA as a compulsory curricular component . The value attributed to specific training for teachers who will work in youth and adult education is minimal compared to the importance of this modality for Brazilian society. It is inferred that the EJA is an important field of research that needs more studies and researches, especially when the subject is initial formation and that the degree courses in pedagogy need to include curricular components in EJA inclusive in their PPC's (Curricular Pedagogical Project) besides the obligatory internship in this type of teaching.