Formação continuada de professores (as) na Educação de Jovens e Adultos (EJA) e PROEJA - FIC: tecituras para o currículo integrado na Educação Profissional e Tecnológica

Abstract

The present study addresses the theme of Continuing Education for Teachers in Youth and Adult Education (YAE) and Proeja-FIC: interweaving for Integrated Curriculum in Professional and Technological Education, as an outcome of the Master's Program within the Graduate Program in Professional and Technological Education (PROFEPT), in the concentration area of Teaching, embedded in the Research Line Organization and Memories of Pedagogical Spaces in Professional and Technological Education, and in the macroproject Organization of the Integrated Curriculum in Professional and Technological Education.The motivation for this study originated from the experience as a Science teacher in this educational modality and as the manager of the Municipal Education Network of Pau D'Arco do Piauí (PI). Observations revealed that the available continuing education programs were not specifically tailored to this target audience. The central question of the research is how to articulate in the continuing education of teachers in Youth and Adult Education and Proeja FIC, the planning and curricular organization ensuring the inseparability between Education and social practice.The overall objective of this study is to understand the articulation, based on the continuing education of teachers in Youth and Adult Education and Proeja FIC, of planning and curricular organization, ensuring the inseparability between education and social practice. This was conducted in the Municipal Education Network of Pau D’Arco do Piauí, with the participation of twelve teachers working in YAE.This research is anchored in the qualitative approach (DENZIN; LINCOLN, 2006) and the perspectives of interpretative hermeneutic (SCHMIDT, 2014) and phenomenological (CERBONE, 2014) paradigms, being of the Action Research type (THIOLLENTM 2011). The theoretical and methodological framework includes the analysis of decrees, resolutions, and opinions, as well as the Base Document of Proeja-FIC. It also involves the application of semi-structured questionnaires and workshops.The theoretical discussion draws on Moura (2023); Silva (2022); Freire (2019; 2019a; 2019b); Mizukami (2018); Jardilino and Araújo (2014); Charlot (2014); Lukács (2013); Barbier (2013); Moreira (2011); Tardif (2012); Nóvoa (2009); Ramos (2008); Saviani (2007; 2003); Ciavatta (2005); Franco (2005); Perrenoud (2000); Sacristán (2000); among others. The information produced was qualitatively verified using the IRaMuteQ software, employing lexicometric techniques to categorize textual fragments and identify textual correlations. The progressive analysis was carried out using the approach of Discursive Textual Analysis (DTA), as described by Moraes and Galiazzi (2020).The research results indicate formative needs regarding the understanding of educational policies, Proeja assumptions, specific pedagogical approaches for YAE, and integration between Basic Education and Professional Education. These were presented in three metatexts: (1) Potentiating Pedagogical Practice: the role of teacher education; (2) Discrepancies between continuing education and reflective practice: challenges and perspectives in the Education of the present time; and (3) The Importance of continuing education aligned with the Guidelines Documents of YAE/Proeja: meeting the educational needs of the present time. These metatexts highlight essential aspects related to teacher education and curricular integration in Professional and Technological Education, providing valuable insights for the improvement of educational practices in YAE and Proeja-FIC. The research resulted in the production of the Educational Product (EP), a continuing education course for teachers, titled "Connecting Knowledge in the Continuing Education of YAE/Proeja Teachers: integrating practices and social contexts," emerged from the formative needs of teachers working in YAE.