Histórias que contam vida: tecendo escritas sobre os percursos formativos de professores da EJA na cidade de Floriano/PI

Abstract

This research approaches the training of teachers who teach in Youth and Adult Education (EJA) classes in rural regions, focusing on the social justice role for those who depend on this education. We highlight the importance of social movements in the struggle for an education that meets the pedagogical needs of those who seek these classes. We use the method of History of Life (1992) because it allows subjects to reflect on the formation processes in their personal trajectories, inserting themselves into qualitative methodologies. This research aims to analyze the training courses for EJA teachers in the rural region of Floriano City, aiming to understand how their life stories connect with the history of EJA. Specifically, we intend to: discuss the historical, theoretical, and methodological aspects of EJA and Rural Education (Educação no Campo), in addition to the legal guidelines that involve these modalities; reflect on the context and challenges faced in the training of teachers of EJA and Rural Education ; to outline EJA teachers’ profiles in the rural region of Floriano City, investigating their insertion processes and the challenges faced; to identify the relation between the teachers’ training course and their professional experiences, based upon the reports collected. We also analyzed the contradictions of neoliberal policies for teacher training in EJA and Rural Education (Educação no Campo) , intending to understand the stories reported by participating teachers. The research was conducted with four teachers in a rural school in Floriano, using narrative interviews as an instrument for data collection, according to the (auto)biographical method. The analysis was based on the Schütze method (2010). The theoretical foundations of this research are supported by studies of Brandão (1981, 2012), Nóvoa (1992), Freire (1996, 2020), Caldart (2002), Jovchelovich e Bauer (2002), Arroyo (2006, 2014, 2017), Souza (2007, 2014), Molina (2014, 2017), Branco (2015), Paiva (2015) and Haddad e Di Pierro (2015). We conclude that neoliberal policies have negatively affected the training of EJA teachers, while the phenomenon of EJA, Juvenilizing has imposed new challenges due to the lack of adequate training for the teachers.