Abstract
This paperpresents an analytical reflection on teacher education in Adult Education. The objective of this study was to analyze and to contextualize the bibliographical productions about this teacher training, delineating the specificities, identities and public policies of teacher trainingin Adult Education, according to the historical and specific needs of teacher education in the Adult Education. In this context, it was observed that it is necessary to reflect critically on the process of teacher training in the Adult Educationand to re-evaluate the possibilities and theintentionalities of this process. It is understood that the formative experiences have to stimulate the development and the reflection about the theories and the teaching methodologies previouslyacquired in the training courses, establishing, that the continuity of the teaching learning is something inherent to the practice of the educational activity.It is necessary to reinforce the debates around the emergence of resolutions that increase the teaching potential in the Education Adults,encouraging the improvement of the training processes in the Adult Education, through effective public policies of professional teacher training in this type of teaching.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
