Travessias alfabetizadoras na/para educação de jovens, adultos e idosos: trajetórias e saberes de professores

Abstract

This article systematizes the knowledge involved in teaching in the context of the EJAI, based on the intersection of two studies carried out with students at the end of their Pedagogy degree course at a state public university, who work in youth and adult literacy, and students on the Pedagogy degree course at a federal public university. The intention is to identify, based on the perceptions of the different subjects, what knowledge is necessary for teaching in the EJAI. This is a qualitative, bibliographical study, which prioritized the theoretical contribution of Andrade and Estrela (2019), Estrela and Andrade (2019), among others. The study carried out with students revealed the need for specific knowledge for teaching in the EJAI: technical, pedagogical/andragogical and scientific knowledge, while the study involving literacy teachers pointed out that literacy and initial reading instruction knowledge, knowledge of teaching-learning processes specific to the EJA and the organization of pedagogical work are the knowledge needed to teach in this modality and both studies defend the need for initial and continuing teacher training to qualify teaching in youth, adult and elderly education.