Fios que entrelaçam a formação docente para Educação de Jovens e Adultos: narrativas de normalistas do CIEP 341 no município de Queimados-RJ

Abstract

This research sought to understand the life stories and training of students in the Normal course at CIEP 341 located in the municipality of Queimados, in the region of Baixada Fluminense. Our purpose was to reflect upon the formative experiences that have been developed with future teachers in Adult and Youth Education (EJA). We use qualitative research with the contribution (auto)biographical framework, through research training, dialoguing with Josso, Bragança, Passeggi and Souza, which involved the everyday classroom, the groups of conversations with the narratives of experience in Adult and Youth Education. To do so, the 7 teachers to be who volunteered in participating of research developed their narratives and reflections in a book called Formative Embroidery in EJA, from the use of different devices distributed reflection triggers on three themes from what narrated: who I am; weaving school of adult and youth education; crisscross the stage in EJA, analyzed in the light of the theme proposed by Fontoura. We believe that training occurs continuously throughout life, to the development of personal and professional identity of the subject, according to the discussions of Nóvoa, Marcelo Garcia, Vieira, Dubar. In addition, we discussed the importance of Normal course from Nunes, Aranha and Bragança reflecting on their historical strength and ability formation that contributes with the policies with regard to initial teaching. We treat the discussion about the formation of the EJA educator based especially on Smith, Arroyo and Freire in order to unveil the contribution of experiences of this training and preparation of professionals to work with young people, adults and the elderly taking into consideration the social and personal trajectory of the individuals involved in this research and the specifics that guide the teacher education for adult and youth education in the reality of the CIEP 341. The conclusive remarks have shown that the (auto) biographical methodology contributed to the formation of identity in teaching of teachers to be and the researcher, strengthening the school moments and stages in Adult and Youth Education as well as allowing perceptions about self-writing as a self-reflecting process and constructor of individual and collective knowledge in formation processes.