A formação continuada de professores na educação de jovens e adultos em Araguaína-TO: espaço reflexivo e vivências históricas

Abstract

This research was developed together with professional colleagues in the teaching of History, working in the Education of Youths and Adults (EJA) in the municipal network of Araguaína-TO, based on a new perspective of Continuing Education promoted in partnership with the Municipal Secretary of Education. Therefore, its objective was to develop a methodology that assesses the identities of Youth and Adult Education students so that they could be used to improve work with the school curriculum. Appropriation of the methodological assumptions of Research Action and, therefore, searchers or involvement of five leading teachers of the discipline of History, working in schools in the municipality. These, in turn, were interlocutors in the analysis of their own realities. As for the regard to theoretical incursions, we are based on authors who dedicated themselves to the deepening of importante themes, such as for example, the perspective of Continuing Education brought by Francisco Imbernón (2010);the directing studies on education, by Paulo Freire (1987); the ideas about Youth and Adult Education by Miguel Arroyo (2017), Moacir Gadotti (2011) and Alessandra Nicodemos (2017); the theoretical contributions on the concept of Memory and its use in the formation of the identify of Michel Pollack (1992) and Alessandro Portelli (2016). We have, in particular, on authors who have dedicated themselves to teaching history, such as Jorn Rusen (2010), Elza Nadai (1992), Maria Auxiliadora Schimt (2004); and Isabel Barca (2004), who anchored the didactic proposal with the assumptions of the Lecture-workshop. Using this theoretical methodological approach, we analyzed the data on the importance of using Continuing Education as a space for expanding reflections on Historical Education, based on the experiences of students of Youth and Adult Education. In the opportunity, we also developed the organization of the final product of the research, which consisted of the elaboration of Thematic Axes, articulated with the autobiographical reports of the students, to be worked in line with the local curriculum framework. We can infer that the opportunity to break with the formal processo f the traditional curriculum is a prominent fator in teaching by Axes. This allows the contentes to be presented in a richer way and, in this way, the teacher is able to reach more appropriately the students of this teaching modality, promoting a relationship in which the students can recognize History as part of their experiences and perceive their condition as a historical subject.