FORMAÇÃO INICIAL DO(A) LICENCIANDO(A) EM MATEMÁTICA: diálogos entre formação e prática docente na EJA

Abstract

The Education of Youths and Adults (EJA) represents a fundamental modality for promoting educational equity, guaranteed by the Federal Constitution and the Law of Directives and Bases of National Education (LDB). This article analyzes the initial training and teaching practice of Mathematics teachers, based on the problem: How does initial training favor teaching practice in EJA, considering the knowledge of the Youth and Adult Education curricular component? The investigation used a qualitative, descriptive, and exploratory approach, employing a questionnaire with EJA teachers as collaborators and a documentary analysis of the Pedagogical Projects of the Mathematics Licentiate Course (2016 and 2023). The discussion is anchored in the concepts of Freire (2002, 1997), Gadotti (1996), Araujo (2006), and Arroyo (2005). The work highlights, through the analysis of the Mathematics Licentiate PPCs, recent curricular advances but also structural gaps in the preparation for this modality. The data indicate that most teachers perceive their initial training as insufficient for working in EJA, frequently resorting to continuing education to meet these demands. The research also emphasizes the need for critical, contextualized, and committed teacher training that values the students' prior knowledge and promotes a dialogical and emancipatory pedagogical practice. As a recommendation, the work makes explicit the need to strengthen initial training with specific content for EJA, supervised internships, and theory-practice integration, in addition to encouraging continuing education, aiming to qualify the teaching of Mathematics and the effective social inclusion of EJA students.