A política de formação dos professores da Educação de Jovens e Adultos de Mato Grosso (2003-2014)

• Ano de defesa: 2017
• Autor(a) principal: Ferreira, Rosely dos Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Política educacional; Educação de Jovens e Adultos; Formação de professores; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Youth and Adult Education; Teacher training; Educational politics
• Link de acesso: http://ri.ufmt.br/handle/1/3606

This dissertation aims to analyze the theoretical and methodological assumptions of the education policy of teachers of youth and adult education in the State of Mato Grosso, developed between 2003 and 2014, by the State of Mato Grosso (SEDUC-MT). For that, we start with the following question: What are the theoretical and methodological assumptions of the training policy of teachers of youth and adult education of the State Secretariat of Education of Mato Grosso? It is a research of a qualitative nature, anchored in dialectical historical materialism, developed through the dialectical method, which uses documentary research and semi-structured interviews as methodological procedures. The study points out that the absence of specific training to act as a teacher of Youth and Adult Education (EJA) is one of the problems to be faced by this type of education, because in its educational practice, this teacher comes into contact with the various realities, knowledge and cultures of the students, which makes specific training imperative. With regard to the theoretical and methodological assumptions of the Mato Grosso teachers' education policy, it is possible to affirm that it is based on a critical perspective of education, in which the students of the EJA are understood as subjects that have knowledge of experiences, point the process of teaching learning; education as a necessary tool for the transformation of reality, and should therefore provide young people and adults access to the knowledge historically produced and accumulated by humanity, and the training of teachers of the EJA as a moment of research, reflection and action on teaching practice, that is, as truly transforming practice of reality, source of reflective knowledge and creation.