Processos formativos de docentes de inglês que trabalham na educação de jovens e adultos: estudo com egressos da Faculdade de Formação de Professores da Universidade do Estado do Rio de Janeiro

Abstract

The formative processes of English teachers start before the entrance in the university and extend throughout their career. This qualitative research aimed to reflect on the development of six English teachers and to delineate the academic profile of these professionals, graduates from Faculdade de Formação de Professores, Universidade do Estado do Rio de Janeiro (FFP/UERJ), who, currently, work in the Youth and Adult Education (EJA, in Brazil), besides clarifying the main challenges these teachers face in their classroom of EJA to deal with this audience. In order to achieve these objectives, the procedures of investigation are analysis of the syllabus of the Language Course, interview with these teachers and analysis of their report. Authors like Freire, Arroyo, Perrenoud, Leffa, among others, were used as theoretical contribution to bring up the necessity of respecting the cultural background of the students of EJA in the curriculum developed in the schools. Beyond all this, the importance of the English teachers takes into consideration the differences of age and cultures of the students of EJA, who have knowledge that can be shared in a dialogical relationship in the classroom. Based on the methodology of thematization proposed by Fontoura, it was possible to discuss the following themes: contributions from FFP to the work with EJA; the formative processes of the participants of this research and the challenges of teaching English to this modality. This research showed the urgency of the insertion of the topic of Young and Adult Education in the formation of teachers, the importance of professional teaching development that goes far beyond formal courses, and the dilemmas of teaching English to the students of this modality.