Práticas docentes no ensino de História na Educação de Jovens e Adultos - EJA.

Abstract

The present research aims to analyze the ways of mobilization of pedagogical knowledge by History teachers of Youth and Adult Education (EJA) in the county of Cajazeiras – PB, to face the challenges of teaching practice. To achieve this aim, we developed the following specific objectives: identify the pedagogical knowledge mobilized by History teachers at EJA in their teaching practices; discuss teacher training and its relationships with the specificities of EJA; characterize the theoretical-methodological relationships between History teaching and pedagogical knowledge, based on the teaching practice of History teachers who work at EJA in the municipal network of the municipality of Cajazeiras. Our research was carried out based on five semi-structured interviews, with History teachers from the public schools of Cajazeiras, assuming an exploratory and qualitative character, as well as proceeding with participant observation in the daily History classes of these teachers, seeking to problematize our object. Among the important authors for the construction of our theoretical framework, we can point out: Arroyo (2007); Alberi (2004); Bittencourt (2008); Brandão (2012); Freire (2011). We understand that, even in the face of so many more political and progressive proposals for education, many difficulties are still faced so that these pedagogical concepts can be effectively experienced in everyday school life, especially in Youth and Adult Education (EJA Program). Our research showed that, even though the majority of teachers express a discourse of progressive pedagogical practices, there are still many obstacles to this becoming a reality in everyday school life, as many teaching experiences are still characterized by a positivist and traditional bias.