Memórias de formação de professoras da EJA: contribuições para a prática docente

Abstract

The research addresses the importance of memory for teacher training and has the general objective of analyzing autobiographical narratives through the contribution of training memories to teaching practice. The text brings a discussion from the teachers' narratives, their practices and the teaching knowledge articulating with the spaces of dialogue between public policies, legal devices for the training of teachers and the offer of the Youth and Adult Education modality. The specific objectives of the research are to analyze the trajectories and experiences of the co-authored teachers, as well as the impacts of training on teaching practice, to recognize the contributions of memory as a formative process, to reframe knowledge and to legitimize practices, place of speech, resistance and militancy in the EJA. Among the results of the research, it is possible to highlight that the serious problems faced by the public school cannot be attributed only to teacher training, but mainly to a political structure that makes the provision of public service precarious. The research subjects are teachers captured from professional contacts associated with the performance criteria in Youth and Adult Education. All teachers work in the public education network in the metropolitan region and in the city of Rio de Janeiro, have higher education and participate in training offered by their education networks. The research is of a qualitative nature anchored in the methodology of oral history and narrative research. The content analysis technique was also used (BARDIN, 2016) to analyze the teachers' testimonies. The theoretical foundation is supported by Le Goff (1990), Halbwachs (1990), Pollak (1989 and 1992) and Bosi (2016) to work on the concepts of memory. To support the reflections about the school and its complexities, I rely on Freire (1987), Gadotti (2000) and Saviani (2009). To define the field of EJA, I bring the readings Vargas and Fantinato (2011), Arroyo (2006), Soares, Giovanetti and Gomes (2005). To develop the methodology, I bring readings and dialogues with Bauer (2002) and Bardin (2016), Benjamin (1992), as well as Bakhtin (2004) to reflect on language. The teachers' narratives point to the need to expand the space for discussion on Youth and Adult Education in initial training, in addition to research and dissemination of works. It highlights the importance of discussing EJA in the formation of other areas of knowledge, such as History, Geography, Mathematics, among others. It points out that affection, empathy and affinity are important attributes for working with young people and adults, but it also emphasizes that professionals need to be valued both in terms of their remuneration and in the structure of their work. It emphasizes the need to expand public policies for access and permanence for the student in the modality.