A política de formação continuada de professores para o PROEJA: uma análise no IFAP - Campus Macapá

Abstract

The education of young people and adults in Brazil happens late. Additionally, it has been noted that the training of teachers who work with it does not receive the proper attention, despite the fact that the subjects covered by this modality have unique characteristics. This underlines the necessity of providing teachers with specialised training for this audience. For PROEJA (National Programme for the Integration of Professional Education with Basic Education in the Modality of Youth and Adult Education) at IFAP (Federal Institute of Amapá) - Campus Macapá, this work analyses the policy for continuing teacher education. How is the policy of continuing teacher education for PROEJA at IFAP - Campus Macapá configured? This is the question-problem that gives rise to this purpose. The IFAP - Campus Macapá serves as the research's locus, and its theoretical and methodological basis is founded on the dialectical method with a quali-quantitative approach. Since PROEJA in Occupational Safety was the only course this Campus provided throughout the research period, information was gathered through an online questionnaire and semi-structured interviews with professors and coordinators of the programme. For systematisation and data analysis, we employed the method of content analysis. Given the weaknesses of their initial training and the lack of sufficient ongoing training to deal with the unique aspects of EJA and PROEJA, the research findings demonstrate that the educators who worked at IFAP - Campus Macapá needed additional training. Both teachers of basic education and those in professional training should take note of this observation. Additionally, it was discovered that there was no ongoing teacher preparation for PROEJA within the responsibility of IFAP. This is due to the fact that many teachers felt that IFAP's efforts in this area were insufficient, which illustrates the fragile state of institutional policy in encouraging the ongoing training of its teachers, the majority of whom have worked there for five years or longer