Abstract

CUNHA JUNIOR, Adenilson Souza  and  SOARES, Leôncio José Gomes. TRAINING TEACHERS FOR THE EDUCATION OF YOUNG AND ADULT PEOPLE IN LATIN AMERICA: A FIELD IN DEFINITION. Práx. Educ. [online]. 2020, vol.16, n.42, pp.95-114.  Epub May 15, 2024. ISSN 2178-2679.  https://doi.org/10.22481/praxisedu.v16i42.7338.

Abstract: In this study we aim to present, through a panoramic analysis, the main trends and tensions existing in the field of teacher training for the Education of Young and Adult People (EPJA) in Latin America. The recognition of EPJA as a concrete right requires the formulation and implementation of public policies that ensure everything from financing to the systematization of pedagogical work for this type of educational offer, which necessarily implies also, in the constitution of the area as a defined pedagogical space, requiring, in the field of formative processes, standardization of the teacher training process to work at EPJA, which is immersed in a plurality of contexts. To this end, the elaboration of a proposal for the training of teachers to work at EPJA implies taking the critical reference of the area as a key element for the constitution of a specific pedagogical field. It is essential that the EPJA teacher has in his training a clear understanding of the learning situations developed in adult life, how to appropriate and select such learning, considering these elements in his pedagogical practices.

Keywords : Latin America; Teacher training; Public policy; Pedagogical praxis..

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