The process of initial training of EJA teachers
An analysis of the Pedagogy course of State Universities of São Paulo
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Youth and Adult Education, popularly known as EJA, is composed of men and women over 15 years old, subjects of all the diversity and social inequality existing in this country, since they did not have access to basic rights such as education. Recent data reveal that Brazil still has about 11.8 million illiterate people, which corresponds to 7.2% of the population over 15 years of age (IBGE, 2016). In view of this huge figure, we emphasise the importance of offering education to young people and adults, which leads us to the relevance of the theme of teacher training that will work in the EJA c...
Youth and Adult Education, popularly known as EJA, is composed of men and women over 15 years old, subjects of all the diversity and social inequality existing in this country, since they did not have access to basic rights such as education. Recent data reveal that Brazil still has about 11.8 million illiterate people, which corresponds to 7.2% of the population over 15 years of age (IBGE, 2016). In view of this huge figure, we emphasise the importance of offering education to young people and adults, which leads us to the relevance of the theme of teacher training that will work in the EJA classroom. We believe that, when thought from the perspective of initial training within the Pedagogy Degree course, the EJA should be experienced by future teachers in theory and pedagogical practice, given all the complexity, diversity and specificity that characterises a classroom composed of adults. In this sense, we set out to investigate the space of the EJA within the Pedagogy course of the State Universities of São Paulo.
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