Formação de Educadores de Jovens e Adultos do Campo: produções do período 2006-2011

• Autor(a) principal: Freitas, Katia Pinheiro de
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: LOCUS Repositório Institucional da UFV
• Texto Completo: http://locus.ufv.br/handle/123456789/3441
• topic: Formação de educadores; Educação do campo; Educação de jovens e adultos; Educator Training; Education from the countryside; Education of youth and adults; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This paper proposes a theoretical debate on the formation of educators and young adults from the countryside, from the analysis of the scholarship on this subject, in the period 2006-2011. Our goal was to analyze how the theme "teacher training for youth and adults from the countryside" has been investigated in dissertations and theses in Brazil, especially in Minas Gerais. The literature review included the theme "Countryside Education" and "Teachers Education". Anchored in the theoretical-methodological quantitative and qualitative research, the researcher used the literature research as a technical procedure of data collection, which had an executor and descriptive character of scientific production. The bibliographic production was analyzed using the content analysis method. In the analysis of bibliographic production on Education for Youth and Adults (EJA) in the countryside, it was identified that this is a subject still little explored by researchers in Brazil. From the set of analyzed research on the education of EJA educators, it was possible to identify experiences in the states of Minas Gerais, Paraná, Sergipe, Bahia and Ceará, which show contradictions, challenges and possibilities for the field of adult education. The studies analyzed show that it is an area of diverse subjects: squatters, farmers, settlers of the land reform, rural communities. However, they also indicate that most of the educational experiences of the countryside lie in the spaces related to agrarian reform. As educators, these comprise a heterogeneous group in their experiences and practices, as well as in the form of action, and practical experience in social movements and the insertion were considered in the research as a major difference in and like a perspective in this educator training. The challenge that the academic productions revealed is related to the lack of specific training for educators of young people and adults from the countryside. Thus, it was found that there is the need for a policy of initial training and continuing education of professionals.