Formação, saberes docente e pedagogia da práxis na educação de jovens e adultos integrada à educação profissional e tecnológica

Abstract

The research investigates the training, knowledge, and pedagogical praxis of teachers in Youth and Adult Education Integrated with Professional and Technological Education (EJA-EPT), seeking to analyze the relationships between these elements in the context of the National Program for the Integration of Professional Education with Basic Education in the Modality of Youth and Adult Education (Proeja) in Commerce at the Federal Institute of Education, Science, and Technology of Rio Grande do Norte (IFRN) Natal-Zona Norte Campus. The central problem lies in the historical structural duality of Brazilian education and the need to identify the specific knowledge that underpins a pedagogical practice that promotes the human emancipation of students. Guided by historical-dialectical materialism, the research aimed to investigate the possible framework of knowledge present in teacher training that contributes to the consolidation of an emancipatory pedagogical praxis, and is based on the thesis argument that such a set of knowledge, when present in teacher training, favors this practice in Proeja in Commerce. The methodology adopts a qualitative approach and uses historical-dialectical materialism as a method to understand the object in its entirety and contradictions. The investigation is configured as a case study, articulating bibliographic, documentary, and empirical research through semi-structured interviews with teachers and analysis of data from the interviews using Discursive Textual Analysis. The results confirm the central argument, highlighting the existence of a framework of specific teaching knowledge for working in Proeja in Commerce, identified in the perception of the teachers interviewed and necessary for the materialization of a pedagogical praxis that resists hegemonic epistemology and is guided by the epistemology of praxis. In conclusion, we reaffirm our ethical and political commitment to EJA-EPT and highlight the urgency of teacher training that incorporates this knowledge in order to address difficulties and ensure the social quality of the education offered in Proeja in Commerce at IFRN.