Relatos autobiográficos de professores em formação para o PROEJA

Abstract

This study aims to analyze the reasons that led teachers in training of Specialization Course in Professional Education Integrated to Basic Education in the Modality Youth and Adult Education of the Universidade Federal de Santa Maria (RS) to pursue this course, and as specific objectives to identify some conceptual references concerning Basic Education and PROEJA in the teachers autobiographical reports, to verify the importance of the course in the formation of teachers and question the professional and academic perspectives of teachers after the end of the course. A study of this topic is justified because through it was possible not only to systematize the contributions that the course of expertise brought to the study group, but also to check the influence of the act of remembering and narrating their experiences in building the knowledge of each individual. Thinking about our role as educators in the world today is an arduous task, and even more by elaborate and externalize those thoughts, without letting the dominant ideology that preaches fatalism and immobility affect us. The teachers whose interviews were analyzed in this study do not seem infected by the general context of pessimism showing enthusiasm for education and by the character formation of PROEJA as a possible way of minimizing the precarious situation of workers in our society. Although they still do not have on the horizon the possibility to directly put into practice (with PROEJA students) the knowledge built over the course of specialization, they believe that the confrontation of ideas with their peers and self evaluation activities that they developed in the period have had a positive impact on their professional performance.