A prática pedagógica em educação de Jovens e adultos: formação e saberes docentes na contemporaneidade
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Tipo
Artigo
Classficação
Nível teórico
Data
2019
Título do Períodico
Revista Educação e Políticas em Debate
ISSN
2238-8346
Página(s)/e-location
432-450
Idioma(s)
pt
Fonte
Fonte
Uberlândia
8
3
set./dez.
8
3
set./dez.
Resumo
Este artigo tem como questão central a análise da formação do docente e a construção dos saberes inovadores. Tem como objetivo refletir os processos formativos em EJA, na perspectiva da inovação dos saberes. Os procedimentos metodológicos incorporam a abordagem qualitativa e a pesquisa de campo como sendo o suporte técnico, para buscar a qualidade dos resultados. Tem-se como resultados: que a formação docente e a construção dos saberes representam um processo que requer a participação dos professores, para mudar a realidade, de forma plural; que vivemos numa sociedade e num processo educacional que estão a exigir mudanças no modelo formativo dos professores.
This article has as its central issue the analysis of teacher training and the construction of knowledge innovators. Aims to reflect the formative processes in ADULT and YOUTH EDUCATION in the perspective of knowledge innovation. It presents the following study problem: how is teacher training and knowledge worked on the training of pedagogy trainees in contemporaneity? All this, from a perspective of revealing that the analyzed reality can be contextualized by this investigative process. The methodological procedures incorporate the qualitative approach and field research as being the technical support, to get the quality of the results. Has as a result: the teacher education and the construction of knowledge represent a process that requires the participation of teachers, to change the reality of plural form; We live in a society and an educational process that are demanding changes in the training model of teachers. It is concluded that training and knowledge are intertwined, in the consolidation of the teacher in the EJA.
This article has as its central issue the analysis of teacher training and the construction of knowledge innovators. Aims to reflect the formative processes in ADULT and YOUTH EDUCATION in the perspective of knowledge innovation. It presents the following study problem: how is teacher training and knowledge worked on the training of pedagogy trainees in contemporaneity? All this, from a perspective of revealing that the analyzed reality can be contextualized by this investigative process. The methodological procedures incorporate the qualitative approach and field research as being the technical support, to get the quality of the results. Has as a result: the teacher education and the construction of knowledge represent a process that requires the participation of teachers, to change the reality of plural form; We live in a society and an educational process that are demanding changes in the training model of teachers. It is concluded that training and knowledge are intertwined, in the consolidation of the teacher in the EJA.
Descrição
Palavras-chave
Educação de jovens e adultos, Formação docente, Saberes docentes, Processos inovadores, Adult and youth education, Teacher education, Teaching knowledge, Innovative processes
Citação
AMORIM, Antonio; MORAES, Maria Helena de Barros; SANTOS, Jocenildes Zacarias. A prática pedagógica em educação de Jovens e adultos: formação e saberes docentes na contemporaneidade. Revista Educação e Políticas em Debate, Uberlândia, v. 8, n. 3, p. 432-450, set/dez. 2019. https://doi.org/10.14393/REPOD-v8n3a2019-50098. Disponível em: https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/50098. Acesso em: 2022-06-07