Teachers education for EJA in Brazil

educomunicação na perspectiva freiriana

Abstract

This article analyzes some questions about the teacher education for Youth and Adult Education (Educação de Jovens e Adultos - EJA) in Brazil from the Freirean perspective. In this sense, the study problematizes the use of Educommunication, as a resource, which can be used both to promote dialogue in the training of teachers for EJA, as well as in the interaction of teachers with the students of this modality. Methodologically, the research is bibliographic, qualitative and exploratory. The perspective of analysis is phenomenological-dialectical with emphasis on the contributions of Paulo Freire. For education to be dialogical, as proposed by the patron of our education, it´s necessary to prepare teachers to act in this horizon. Thus, the main result of this study is the problematization of how Educommunication can be considered in the Freirean perspective to promote dialogue in teacher education and interaction with EJA students. It´s expected that the reflections presented here can contribute to the implementation of pedagogical practices of autonomy and freedom collectively constructed in teachers education and for teaching performance in EJA, as well as to the development of new research on this theme.