A formação docente e a educação de jovens e adultos nos cursos de licenciaturas da Universidade Federal da Fronteira Sul - UFFS/Campus Erechim/RS

Abstract

The present study has as its research theme the initial training for Youth and Adult Education - EJA, in the Degree Courses of the Federal University of Fronteira Sul - UFFS / Campus Erechim - RS. The objective of the investigation was to analyze the initial training in undergraduate courses for the performance of Youth and Adult Education through dialogue with graduating students, graduates and coordinators of the undergraduate courses at UFFS / Erechim, seeking to understand whether the training offered contributed to the public modality service. Methodologically, the research is qualitative (MINAYO, 1994; GATTI, ANDRÉ, 2008; LÜDKE, ANDRÉ, 1986), exploratory and descriptive (GIL, 2002, 2008) of the study phenomenon. As a technical procedure, documentary research was used (BARDIN, 2011; GIL, 2008), in the Pedagogical Projects of the Courses (PPC), Institutional Development Project (PDI), Institutional Pedagogical Project (PPI), as well as in the current legislation for training teacher and EJA; LDB 9304/96; Opinion No. 11/2000 CNB/CEB; Resolution No. 02/2015 CNE/MEC; and bibliographic research (GIL, 2002, 2008). From the bibliographic review, the theoretical contribution of this investigation was based on authors such as: Freire (1986, 1992, 1996, 2000), Arroyo (2005, 2017), Di Pierro (2005), Haddad (2000, 2009), Di Pierro ; Haddad (2015), Laffin (2007, 2018), Machado (2009), Soares (2008), Soares; Pedroso (2016), Sanceverino (2016), among others. It was possible to have a total of nine (09) participants: the coordinators of the six (06) degree courses; one (01) graduating student in the final phase and two (02) graduating students. The instrument for data collection was carried out with a semi-structured interview (GIL, 2002, 2008). In the data analysis, the discursive textual analysis procedure was used (MORAES; GALIAZZI, 2006) with the answers reached and categorized as “training dimension: practical and theoretical experiences with EJA”; “professional dimension: theoretical-methodological foundation and the development of didacticpedagogical practices in/of EJA” and “Pedagogical dimension: EJA in the course curriculum: didactic-pedagogical movement and reflections on the modality”. Among the results found, from the students' statements, it was evident the need to insert a specific approach on EJA in most of the researched courses, as well as it could be observed that, among the coordinators, some possibilities emerged as an alternative to fill the gaps in the courses PPC. The researcher's commitment to presenting a final product as a requirement of the Professional Master's in Education is reiterated, thus indicating the results socialization through new dialogues in the institution formal spaces, such as the Coordinators' Forum and at the XII SEPE institutional event, for the continuity and deepening of the theme in the HEI investigated, contributing to the political-educational character of the institution, aimed at teacher training under the concept of popular education, since the UFFS was constituted and is being built having as its basic precept to be a “public and popular university”.