Educação de Jovens e Adultos (EJA): análise dos projetos políticos pedagógicos dos cursos de licenciatura do CFP/UFCG.

Abstract

This research aimed to reflect on the Adult and Youth Education (EJA) as a curricular component in the initial training of teachers, focusing on investigating the reasons why EJA is made invisible in the curricular structure of undergraduate courses at universities. The study analyzed the consequences this has on the training of educators and their ability to meet the needs of this educational modality. The research was structured based on theoretical discussions proposed by Arroyo (2017), Machado (2008), Timothy (2022), and LDB/1996, among other theorists. The adopted methodology was based on documentary research and exploratory field research, with semi-structured interviews with Managers and Students from the teaching degrees at the Federal University of Campina Grande (UFCG), Cajazeiras Campus – PB. The results showed that the presence of EJA in the Pedagogical Political Projects (PPC) is unequal and, in many cases, non-existent, revealing a gap in initial teacher training. Furthermore, the interviews with managers and students revealed the absence of a focused education, which generates a lack of preparation for working with the specificities of this public. Based on the analysis and the theoretical framework, it was possible to conclude that adequate training is necessary to work in Adult and Youth Education.