Formação inicial de alfabetizadoras para a educação de jovens e adultos em Minas Gerais (1996 -2006)

• Ano de defesa: 2018
• Autor(a) principal: Lepick, Vanessa
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Formação Inicial; Alfabetização; Educação de Jovens e Adultos; Pedagogia; Universidades Federais Mineiras; CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::HISTORIA DA EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/31609; http://doi.org/10.14393/ufu.te.2021.5505

This research observed and analyzed the historical aspects of the initial formation of literacy teachers from Minas Gerais who work in Youth and Adult Education (in Portuguese, EJA). To aim this objective, we searched for curricular restructuring projects, curricular grids of the courses, legal documents on the topic and other sources that could define the training promoted in the context of Pedagogy courses and if the initial training of the literacy teachers of EJA was contemplated. As a field of research, we elected five federal public universities – Federal University of Minas Gerais (UFMG), Federal University of São João del-Rei (UFSJ), Federal University of Juiz de Fora (UFJF), Federal University of Viçosa (UFV) and Federal University of Uberlândia (UFU) – within the period from 1996 to 2006, when the Law of National Education Guidelines and Bases (LDBEN No. 9394/96) and the National Curriculum Guidelines for Pedagogy courses were published, respectively. The general objective of this research was to investigate how EJA was treated in Pedagogy courses in Minas Gerais within the period from 1996 to 2006. For doing so, we seek to understand how the Pedagogy courses at federal universities in Minas Gerais promoted the initial training of literacy teachers to work in EJA. We researched if any subject on EJA was offered by the Pedagogy courses and, if so, when they did it, if the discipline was mandatory or optional, its workload, its focus and its content. We also sought to verify if there was a specific subject on literacy in the course and whether EJA was studied in that subject. Another question was whether the Pedagogy courses offered an internship on EJA. From a methodological perspective, it was a historical research with documentary analysis on critical matrix of research in education. The study revealed that, of the five investigated universities, only UFMG promoted training in which EJA was, in fact, contemplated. Despite the need for specific training for teachers who will teach in the first and second segments of EJA, our conclusion in this thesis is that, at least in the evaluated period, the vast majority of public high education institutions in Minas Gerais did not assume the training of literacy teachers for EJA.