Saberes docentes em EJA: um estudo da rede municipal de Sapucaia do Sul (RS)

Abstract

The purpose of this qualitative research was to draw a relation between adult education, teaching knowledge and school management. The subjects of research were the teachers of adult education of the final grades of primary schools at the public schools of the city of Sapucaia do Sul (RS). The empiric data were collected through questionnaires responded by 35 teachers working in schools of the foregoing city. The general objective of the investigation was to map out the types of knowledge used in classrooms by the teachers of adult education who work in public schools of the city of Sapucaia do Sul (RS) in the final grades of primary school. The hypothesis of this project was the claim that “the knowledge of pedagogical action is the most needed one for the professionalization of teaching, however, the least developed and explicit in scientific studies”. Results demonstrate that several types of teaching knowledge are present in classrooms of teachers of adult education, and it is not possible to say that the knowledge of pedagogical action is the most important among the types of knowledge, although it is one of the least published in scientific researches. It is suggested that the school management should offer a differentiated approach to teachers of adult education so that the objectives that are expected in this modality of teaching be fully reached.