LIMITES E POSSIBILIDADES DA CONTRIBUIÇÃO DO PIBID PARA A FORMAÇÃO INICIAL E CONTINUADA DE PROFESSORES DA EDUCAÇÃO DE JOVENS E ADULTOS

Abstract

Considering the continuing low supply of studies on adult education (EJA) in teaching courses in middle level, or Education and Degrees in higher education, the objective is to analyze the actions of the Institutional Program Exchange Initiation to Teaching (PIBID) developed in the Bachelor's Degree in education from the State University of Rio de Janeiro (UERJ), in order to identify the contributions of the program in initial teacher training (undergraduate) and possible displacements of teachers professional practice in relation to the design of adult education and their teaching practices. It is action research conducted between 2014 and 2015 at a school in the municipal of Rio de Janeiro, which in addition to the observation of daily school used an analysis of the reports produced by the six program grantees, semi-structured interviews with those subjects and three teachers from the school unit (a universe eight teachers). This study verifies the PIBID positivity in the initial training of future teachers, but points out its intervention weaknesses together those who are in the profession. Points out, however, that despite being an action in the short term, the PIBID is an important step of many to be taken in order to discuss and ressiginificar not only conceptions of the EJA, but the teaching practice built up over years.