O percurso formativo de educadores de jovens e adultos em Colíder/MT (1982 a 2009)

Abstract

Education background of educators is pointed out as one of the main causes of the problems related to EJA - Youth and Adult Education. The challenges posed by the educational needs of these professionals are demands that should consider continuing education as a formative need. Therefore, it is fundamental the investment in policies for the training of educators of this educational modality. The objective of this study is to evaluate the training course of educators who work with EJA in the city of Colider /MT, from 1982 to 2009, considering the identity of these professionals, that is, their role as a social, political and productive subjects. Thus, a discussion about the relations of EJA with the initial and continuing education of the educators is carried out, reflecting on their interaction in the school context and the contributions to their formation. This research proposes to study the formative process of educators of young people and adults, considering that these professionals have different characteristics from those who work in other teaching modalities, which derive from the construction of a specific identity to act in EJA. Due to this theme, this research highlights a questioning: How did the educational processes of EJA educators in the city of Colider take place during the Logos II, NEP and JSCA projects from 1982 to 2009? These were three continuous and distinct projects: the Logos II Project (1982-1993), the Núcleo de Educação Permanente (NEP) - (1988-1993), and the Centro de Educação de Jovens e Adultos (CEJA) in 2009. The aim is to investigate the actions that occurred during these peculiar formative processes that could contribute later in the perception of these educators, as educators of young and adult learners. A historiographical research was carried out using as methodological references the bibliographical research, the documentary research and, finally, the accomplishment of semistructured interviews. During the formative processes in focus, the students and educators were recognized as subjects capable of learning throughout the life. Therefore, the EJA professionals are in charge of getting committed themselves to the modality, contributing with a significant curriculum that allows their subjects to appropriate themselves of scientific knowledge, rethinking their role in society. It is known that the role of the educator is fundamental in the process of building aa appropriate public policy for EJA. Accordingly, it is fundamental to invest in education policies of educators of young people and adults, since the professional prepared to act with this modality can make a difference regarding to the quality of teaching and in the life of learners.