A formação incial de professores para atuação na EJA: indícios formativos inerentes aos projetos educativos do curso de pedagogia da UFFS

Abstract

The current study, characterize itself as a Final Course Work (TCC), inherent requirement to the curricular matrix in the Pedagogy course at Federal University of South Frontier (UFFS), located in Chapecó. This article was written as an ethical commitment subsidized by educational problematization exercises and aims to look for training evidence to work in the Youth and Adult Education (EJA) modality, based on the Educational Projects of Pedagogy Course at UFFS. To reach our goal, we adopted a qualitative research of exploratory nature, with documentary character. The recognition of the initial professor training relevance to work with the public / people who look for entering school / academic life lately, due to different situations, which are specific to each one, gave us the opportunity to study their history and official trajectory. We also analyzed the Pedagogical Political Projects (PPPs) of the Pedagogy Course in this context and place, in the teaching plans of the Regular Curricular Components (CCRs), in research and extension exercises, references which show the commitments with the formative modality. Although it is tenuous, the results show that some formative commitments emerge regarding the modality in the Pedagogy Course, through specific CCR, discussion during the academic weeks, TCCs studies and researches, and some extension exercises. We also emphasize the need to strengthen the discussions given the singularities of the affected public by these discussions through the inseparability of teaching, research and extension and by the Popular education interface of the University. The reported formative evidences emerge from a specific CCR, some discussions which are circumscribed in the teaching methodologies of the course, in some TCCs, and in a low participation in the discussion inherent to extension events in the course.