Movimentos formativos, trajetórias profissionais e narrativas de egressas da Habilitação Magistério em Educação de Jovens e Adultos

Abstract

The research investigated the academic and professional trajectories of four Pedagogy graduates (1991-2002) from the Faculty of Education of the State University of Rio de Janeiro, when offering a Teaching Qualification in Youth and Adult Education (EJA). The objective was to understand how much the initial training, the continuous updates could provide elements that demonstrate that the initial training received in that qualification contributed to the trajectory of professionals in development for/of/in Youth and Adult Education. It was assumed that investigating teacher training for EJA, in a longitudinal and in-depth way, could offer subsidies that would favor the improvement of curricular offers in Pedagogy courses, even if it was not possible to list and characterize specificities for EJA educators. In dialogue with the theory of complexity and the categories of multi-referentiality and multidimensionality (ARDOINO, 1998, 2000), the intertwining with the theoretical approach was established, through the conceptual shift from professional teacher development (MARCELO GARCIA, 1999) to that of professionals in development for/of/in EJA. To develop the proposed concept, we used the methodology of biographical narratives (JOSSO, 2010, 2006, 2004; BRAGANÇA, 2011, 2008; MOMBERGER, 2014; FERRAROTTI, 2014), captured through comprehensive interviews (KAUFMANN, 2013), when the stories of the graduates in dialogue with their training processes were retrieved. Through the narratives, it was possible to understand that the specificity for teaching in EJA is not previously defined, but depends on the training and professional movements brought to educators in different political-institutional contexts, in the relationships established with the publics they interact with. The interviews put into dialogue with reference theorists in the field of teacher education and EJA, and the biographical methodology, revealed crossroads trodden by developing professionals, facing the challenges, limits and possibilities found in their professionalities. Under this conceptual shift, after the interviewees' narratives were categorized by themes (FONTOURA, 2011), it was possible to understand the formative movements experienced by the graduates over the years, from training in their family nucleus, to initial training in the academic career, to professional performances and the relationships established in institutional spaces of learning, mapping professional and personal identities woven by the graduates, in constant learning movements - trainers of these professionals in development in their trajectories.