O curso de pedagogia da Uneb campus IX Barreiras e a formação docente para a EJA

• Ano de defesa: 2018
• Autor(a) principal: Anjos, Leila Oliveira
• Orientador(a): Besnosik, Maria Helena da Rocha
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Mestrado Acadêmico em Educação
• Departamento: DEPARTAMENTO DE EDUCAÇÃO
• País: Brasil
• Palavras-chave em Português: Curso de Pedagogia; Formação de professores; EJA
• Palavras-chave em Inglês: Pedagogy course; Teacher training
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://tede2.uefs.br:8080/handle/tede/821

The main objective of this research was to verify if the knowledge offered by the course of Pedagogy of UNEB Campus IX in Barreiras, has contributed to the effective performance of the teacher who works in classes of the EJA, for this, we have taken to study the last 17 years of training, which corresponds to the period between the years 2000 to 2017. Such research is anchored in the qualitative approach, which we took as instruments of data collection the semi-structured interview with pedagogues formed by this course that carried out or exercises teaching in groups of the EJA, and with teachers who form the course that taught the curricular component of EJA, plus documentary analysis in the pedagogical projects of the same. As a result, the present investigation reveals that the mentioned course of Pedagogy has reserved little space for the supply of knowledge destined to this field of education in the last 17 years, which shows us the need to assure more spaces of offer of both theoretical and methodological practical knowledge aimed at teacher training in EJA. Faced with such a revelation, we have pointed out as a possible way for this initial formation process, the implementation of a curriculum with a solid theoretical base combined with the introduction of teaching practices focused on the specificities of the modality, such articulation in addition to promoting the development of teaching skills necessary to the modality, would also contribute to the EJA being configured as a specific pedagogical field