SILVA, J. R.; SILVA, Janete Rodrigues da.
Résumé:
In contemporary times, the training and professional development of teachers has been
the object of study and debates by many researchers who propose to investigate the field of
education, and these include the training and performance of teachers in Youth and Adult
Education – EJA especially considering that this is a teaching modality that is included in the
Law of Guidelines and Bases for Education, and seeks to serve people who did not have
access to basic education at the appropriate age, thus allowing them to make up for lost time
in the field of education formal education and in preparation for exercising full citizenship.
This research aims to raise discussions and reflections on theoretical concepts that propose a
new meaning of pedagogical practice, as we believe that teacher training is of paramount
importance in the student's reinsertion into the formal education system. In this sense, our
objective is to understand the practice of Youth and Adult Education-EJA teachers and their
curriculum to recognize the obstacles and possibilities inherent to this teaching modality,
especially related to the initial and continued training of teachers in the municipal network of
Camalaú-PB. The methodology used was descriptive-analytical with a qualitative approach,
through field research techniques, specifically data collection using instrumental use in the
form of a questionnaire. 100% of the 05 EJA teachers were used as a sample. Given the
research results, it was possible to perceive the deficiency in the teaching practices developed
by Youth and Adult Education teachers. In this context, none of these professionals have
specific training for this modality, moreover, the disorganization and inadequacy of the
curriculum aimed at Youth and Adult Education appears fragmented and out of context from
the students' reality, causing demotivation and consequently discontinuity in studies.
