EJA/PROEJA entre nós e laços: recorte do memorial formativo do curso de especialização em EJA/PROEJA do IFRN

• Autor(a) principal: Barbosa, Raile Cabral
• Data de Publicação: 2021
• Outros Autores: Melo, Maria Aparecida Vieira de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Diversitas Journal
• Texto Completo: https://diversitasjournal.com.br/diversitas_journal/article/view/1328

ABSTRACT: This work is a qualitative research based on scientific readings and training experience in the Specialization Course in Assertive Practices in Didactics and Management of Professional Education Integrated with Youth and Adult Education - EJA / PROEJA in 2020, from the Federal Institute of Education, Science and Technology of Rio Grande do Norte. In this article we will walk through the reflection of the specificities of EJA and PROEJA, in addition to pointing out the paths and experiences obtained by the IFRN specialization course, also thinking about the teaching performance within the scope of EJA. As it is a cut-out of a formative memorial, this work has a reflective character and is more focused on the report of lato sensu training in EJA / PROEJA and professional experiences pertinent to broadening the understanding of the EJA modality of education. In order to think about the formation of the post-graduate course in EJA / PROEJA and in the teaching experience, some theoretical postulates that serve as a basis and foundation are elucidated throughout this work. As the main theoretical postulate, we elucidate the basic documents of EJA / PROEJA in the Brazilian study bases entitled with the name National Program for the Integration of Professional Education with Basic Education in the Youth and Adult Education Modality (2007). It is recommended to read this work for the education area related to EJA / PROEJA or to anyone interested in learning more about this public, education modality or program and it is concluded, in addition to other statements, that EJA / PROEJA is a teaching modality that requires particular attention due to its specificities. KEYWORDS: EJA.PROEJA.IFRN.