Políticas públicas, concepções, perspectivas para a formação continuada de professores da educação de jovens e adultos em Uberlândia/MG (2009-2016)

Abstract

This work is part of the research line “State, Policies and Management of Education”, of the Postgraduate Program in Education at the Faculty of Education of the Federal University of Uberlândia, and has the general objective of analyzing the public educational policies for continuing education of teachers of Youth and Adult Education (EJA) in the city of Uberlândia, in Minas Gerais, from 2009 to 2016. And as specific objectives: Situate the policies for teacher training in Brazil; Analyze the different conceptions and perspectives in the field of teacher education and its implications in the field of continuing education; Analyze the concepts and perspectives of continuing education present in the PMEA in Uberlândia, from 2009 to 2016; To survey the contents and types of training (content and form) used in the process of continuing training of Cemepe for EJA in the period from 2009 to 2016. To achieve the objectives, the option was for the qualitative approach. As a scientific method we rely on Dialectical Historical Materialism for providing us with indispensable theoretical tools for apprehending and understanding the real. To capture the movement of the real of the investigated object from the perspective of Materialism, we opted for the analysis of documentary and bibliographic sources, such as documents from the Municipal Youth and Adult Education Program (PMEA), dissertations, theses and scientific articles. At the same time, a study of educational policies was carried out, among them, those most directly focused on the field of training of basic education professionals, as well as the guiding frameworks and legal bases that supported the policies of continuing teacher education. youth and adult education. Based on the analyzes, it was possible to apprehend that, the continuing training of EJA Teachers in Uberlândia, from 2009 to 2016, at PMEA took place under the coordination of NEJA - Center for Youth and Adult Education, with the intention of meeting the supposed training needs teachers who worked in the Program. There were training actions (general and specific) in the form of courses, forums, conversation circles, lectures, workshops, meetings and symposia / seminars. We perceive in these formations the presence of the conception of technical rationality and also the conception of the reflective teacher during the analyzed period.