Abstract
Resumo: O objetivo deste artigo é apresentar as representações sociais dos professores da EJA sobre sua formação docente e a afetividade no processo de ensino-aprendizagem. Participaram do estudo professores que atuam no Centro de Educação de Jovens e Adultos - CEJA e Centro Estadual da Educação de Jovens e Adultos - CEEJA. Os instrumentos de coleta de dados foram: Técnica de Associação Livre de Palavras (TALP) e entrevista. Podemos inferir que as representações sociais dos professores objetivam-se na prática cotidiana por meio do compromisso assumido com os alunos e se ancoram na perspectiva afetiva, posto que o amor e a responsabilidade são mais significativos do que a competência técnica e a formação didático-pedagógica.
Highlights
Even in modern times, there is no consistent governmental policy that can support quality education, financially and structurally, to people who attend EJA (Youth and Adult Education) classes, as well as an adequate training for the education professionals who work for the program
After performing a bibliography review, we acknowledged that few research papers articulate the themes of social representation, affectivity and EJA, which opens a fruitful field for new research
The presentations of collected data were disposed through intersections between quadrant analysis, resulting from evocations submitted to the EVOC software, content analysis of evocations and interviews, as well as the analyses of the processes of anchoring and objectification identified in the interviews
Summary
There is no consistent governmental policy that can support quality education, financially and structurally, to people who attend EJA (Youth and Adult Education) classes, as well as an adequate training for the education professionals who work for the program. Since implicitly there are in the several governmental educational instances a somehow rejection/denial of EJA and its professional workers, which justifies the fact that the deprived parts create a protection mechanism to defend the viability of their function, which are supported by their social representations. For this reason, we chose the Theory of Social Representations, postulated by Moscovici (1976; 1978; 2001; 2003), and his Structuralist Approach - Central Core Theory (Abric, 1984; 1994b; 2000; Sá, 1995; 1998) as the main theoretical reference to base our investigation in search of comprehending these complex relations between teachers and their daily routines in the context of EJA
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