Políticas de formação docente continuada na EJA da Secretaria Municipal de Educação do Rio de Janeiro: o que nos dizem sujeitos da EJA?

Abstract

This research is based on the question “What do managers, training partners and teachers of Youth and Adult Education (YAL) at the Municipal Education Department of Rio de Janeiro (SME) say about municipal policies of continuing teacher training for YAL?”. With this question, its main objective is to understand how continuing teacher training for YAL was organized and developed within the scope of the Municipal Education Secretariat of Rio de Janeiro, from 2001 to 2023. The research question was born from an observation that the YAL of the Public System of the Municipal Education System of Rio de Janeiro stands out in the state and national scenarios for its continuity that has been consolidating it as a public policy with almost 40 years of existence (since 1985). On the national scene, unlike what happens in this municipal system, the discontinuity of successive YAL government programs can mostly be observed. In Rede do Rio, the YAL policy includes a policy of continued teacher training in YAL. This observation produced the hypothesis that training in YAL is a preponderant factor in strengthening and perpetuating this modality in this teaching system and its fundamental principles. The research was developed based on the methodological references of (auto)biographical narrative research, combined with documentary research carried out at the Center for Memory and Research at CREJA. Thus, I challenged myself to write in the first person, also assuming myself as a research subject and narrating my experiences of life and training in YAL. In this same perspective, I brought the narrative of former managers of the Youth and Adult Education Management (GEJA) and university professors who act/acted as partners in these practices and policies of continuing teacher education. I justify the relevance of this research mainly with the following argument: investigating policies for continuing teacher education specific to YAL is one of the ways to strengthen the field of YAL and consolidate it, bringing it to visibility in research, in spaces for academic discussion and in teacher training spaces. As provisional conclusions, given the incompleteness that characterizes the knowledge production process, the research allowed me to reach the following points: to know part of the historical process of practices and policies of continuing teacher training for YAL within the scope of the Municipal Secretary of Education of Rio de Janeiro; to understand that the continuity of the continuing education policy in YAL was favored by the relationship of the management of the YAL portfolio with the modality, itself as teachers, where they were also trained; the historical moment, prior to FUNDEB, with decentralized investments obtained through the FNDE for training and the importance participation teacher who acted both claiming and participating in the right to training in YAL; the observation of the absence of professional development policies that incorporate, in addition to postgraduate courses, benefits Job and Wages Plan for the training; and the understanding that the search for teacher training is part of the teaching movement, without such search, it might not have taken the current strength that collaborates to boost it as a policy that has been continued until today.