De educando/a da EJA à docência: a formação docente como objeto de transformação social

Abstract

The many comings and goings along the paths of narratives, especially those related to Youth and Adult Education, which took me, as a student of the modality, to the Pedagogy course from 2007 to 2010, then as a teacher of the same course since 2019, served of a driving force to embark on this work developed in the Postgraduate Program in Education at the Federal University of Juiz de Fora. Concerns about the training paths of EJA graduates, who are now students of the Pedagogy course, and which political, social and cultural processes permeate their life stories and condition their training itineraries led us to develop this qualitative research with an exploratory objective, with narrative research as the main method and bibliographical study as support, which served as a theoretical reference for understanding the data produced. Structured based on the texts of the most diverse authors in the field of EJA and narratives, especially Paulo Freire, Miguel Arroyo and Ivor Goodson, the main objective of this research was to understand the training paths followed by EJA male and female graduates and what role the Pedagogy modality and course play in their human and educational training paths, recognizing in the end that, even with the most diverse challenges, EJA and higher education still play a fundamental role in social transformation.