<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602022000100906</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.82104</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Formación de Educadores de Jóvenes y Adultos en Brasil: análisis y perspectivas desde los Seminarios Nacionales]]></article-title>
<article-title xml:lang="pt"><![CDATA[Formação de Educadores de Jovens e Adultos no Brasil: análise e perspectivas dos Seminários Nacionais]]></article-title>
<article-title xml:lang="en"><![CDATA[Training of Youth and Adult Educators in Brazil: analysis and perspectives from the National Seminars]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peña]]></surname>
<given-names><![CDATA[Maria Victoria González]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[Leôncio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Camagüey  ]]></institution>
<addr-line><![CDATA[Camagüey ]]></addr-line>
<country>Cuba</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>38</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602022000100906&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602022000100906&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602022000100906&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Uno de los propósitos para los cuales fueron creados los Seminários Nacionais de Formação de Educadores de Jovens e Adultos [Seminarios Nacionales de Formación de Educadores de Jóvenes y Adultos] (SNFEJA) desarrollados en Brasil en el período comprendido del 2006 al 2015, fue el análisis de las políticas en torno a la formación de educadores de la Educación de Jóvenes y Adultos (EJA). Sin embargo, a pesar de los avances reconocidos, aún existen carencias teórico-prácticas que promuevan la concreción de estas, encaminadas a tales fines. Por lo que el objetivo del presente artículo es analizar algunas contribuciones presentadas en los SNFEJA, en particular de los tres primeros, que tributan a crear las bases necesarias para la configuración de políticas educativas en función de la formación del educador de la EJA. El artículo que se presenta, es resultado parcial de una investigación más abarcadora encaminada a la conformación de la historia de estos seminarios. Para ello se revisaron algunas fuentes bibliográficas que fundamentan y abordan la temática, esencialmente los textos compilados de los tres primeros seminarios y entrevistas realizadas a coordinadores de estos. Los resultados, reconocen los aportes en las diferentes contribuciones analizadas, se considera un tema atendido de manera dispersa y poco sistematizada y advierten que el panorama cualitativo y cuantitativo aún es desafiador, por tanto, es latente la necesidad de continuar defendiendo la temática en esta dirección.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Um dos propósitos para os quais foram criados os Seminários Nacionais de Formação de Educadores de Jovens e Adultos (SNFEJA) desenvolvidos no Brasil no período de 2006 a 2015 foi a análise de políticas em torno da formação de educadores da Educação de Jovens e Adultos (EJA). No entanto, apesar dos avanços reconhecidos, ainda existem deficiências teórico-práticas que promovem a realização de políticas públicas voltadas para esses fins. Portanto, o objetivo deste artigo é analisar algumas contribuições apresentadas no SNFEJA, em especial as três primeiras, que são tributadas para criar as bases necessárias para a configuração de políticas educacionais baseadas na formação do educador EJA. O artigo apresentado é resultado parcial de pesquisas mais abrangentes que visam moldar a história desses seminários. Para isso, foram revisadas algumas fontes bibliográficas que apoiam e abordam o assunto, essencialmente os textos compilados nos três primeiros seminários e entrevistas realizadas com seus coordenadores. Os resultados, reconhecendo as contribuições feitas nas diferentes contribuições analisadas, são considerados um tópico abordado de maneira dispersa e pouco sistematizada e alertam que o panorama qualitativo e quantitativo ainda é desafiador, portanto, a necessidade de continuar defendendo o tema nessa direção é latente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT One of the purposes for which the Seminários Nacionais de Formação de Educadores de Jovens e Adultos [National Seminars for the Training of Youth and Adult Educators] (SNFEJA) developed in Brazil in the period 2006 to 2015 were created was the analysis of policies around the formation of Youth and Adult Education (YAE) educators. However, despite the recognized advances, there are still theoretical-practical deficiencies that promote the realization of public policies aimed at these purposes. Therefore, the objective of this article is to analyze some contributions presented in the SNFEJA, in particular the first three, which are taxed to create the necessary bases for the configuration of educational policies based on the training of the YAE educator. The article presented is a partial result of more comprehensive research aimed at shaping the history of these seminars. For this, some bibliographic sources that support and address the subject were reviewed, essentially the texts compiled from the first three seminars and interviews conducted with their coordinators. The results, acknowledge the contributions made in the different contributions analyzed, are considered a topic addressed in a scattered and poorly systematized way and warn that the qualitative and quantitative panorama is still challenging, therefore, the need to continue defending the theme in this direction is latent.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Formación]]></kwd>
<kwd lng="es"><![CDATA[EJA en Brasil]]></kwd>
<kwd lng="es"><![CDATA[Políticas públicas]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="pt"><![CDATA[EJA no Brasil]]></kwd>
<kwd lng="pt"><![CDATA[Políticas públicas]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="en"><![CDATA[Training]]></kwd>
<kwd lng="en"><![CDATA[YAE in Brazil]]></kwd>
<kwd lng="en"><![CDATA[Public policies]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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