Identidade Docente do/a pedagoga/o em formação inicial: Impactos do Estágio em Educação de Jovens e Adultos

Abstract

This research aimed to comprehend the outcomes of conducting internships in Adult and Youth Education (EJA) as part of initial teacher education and their impact on the development of the teaching identity of educators who will work with young and adult individuals. As a data source for this study, we selected the "Escritos e Escrita em EJA" journal from the Pedagogy program at the Federal University of Rio Grande do Sul, as it represented a somewhat unconventional approach within the field of EJA. We employed a qualitative case study methodology, informed by Marli André (2013), to analyze the selected articles from the journal. Our research was guided by several theoretical assumptions, including contributions from Selma Garrido Pimenta (1999), Maria do Socorro Lucena Lima (2006), Paulo Freire (2000), and Maurice Tardiff (2002). These investigations allowed us to examine conceptions of internships and how their development influences the construction of the teaching identity. Following the examination of the selected internship experiences, it became evident that these teaching internships offer a specific path for constructing the identity of pedagogues who will work in EJA. In the verified sources, EJA internships were found to facilitate the development of a conception of EJA learners based on their realities, enhance the understanding of the didactic and methodological specificities required for educational practice in EJA, promote a deeper comprehension of teaching practice in EJA as a social practice and a human right, stimulate an understanding of the relationship between theory and practice, foster reflective thinking within and about teaching in EJA, and cultivate an awareness of the ongoing natu