Formação docente: práticas formativas no contexto da educação de jovens e adultos

Abstract

This work is limited to the theme of youth and adult education, especially about the teaching practice of mathematics teachers who work in this modality of education. Based on Tardif's (2002) perspective on teachers' knowledge, the goal of this research was to analyze the pedagogical practices involving the conceptual, pedagogical, and psycho-pedagogical competencies of the supervisors of the Supervised Internship in the Youth and Adult Education (EJA), Elementary and High School, Mathematics Degree course of the Institute of Exact and Natural Sciences of Pontal (ICENP) at (UFU), for the teaching of Mathematics. The Comparative Education Methodology was used, which, according to Caballero et al. (2016), is defined as an observation, or study, from two objects, phenomena, and/or occurrences, identifying similarities and differences, in order to compare them. For the discussion of this study, three axes were chosen for the analysis, which were: the curricular proposal for the development of the practices in the Supervised Internship, which discusses the lack of a curriculum for EJA; the context of the professional training scenario, presenting and questioning aspects of the professional training of the teachers in question; and teaching Knowledge in the professional career, reflecting on the teaching practices of these professionals, articulating them with the categories of professional and disciplinary teaching knowledge developed by Tardif (2002). Therefore, we concluded that, even though the educational practices were far from what the trainees had expected for EJA teaching, these practices contributed to promoting reflections on the type of teaching each student would like to develop in their future teaching work.