O lugar da Educação de Jovens e Adultos na formação inicial de professores de matemática no estado de Goiás

Abstract

Youth and Adult Education is a teaching modality within Basic Education in Brazil. Therefore, it is essential that teachers who will work with student-workers are trained to address the specificities of pedagogical work in EJA, in order to enable quality education aimed at autonomy and emancipation. This research aims to characterize and analyze the current scenario of initial teacher education for mathematics in Goiás, focusing on how EJA is addressed in the Pedagogical Course Projects (PPC) and Course Path Guides (GP) of Mathematics Teaching Degree Programs offered by public and private Higher Education Institutions in Goiás. The study is qualitative in nature, based on bibliographic and documentary research. The categories of analysis are grounded in theoretical conceptions and perspectives on teacher education: technical rationality, epistemology of practice, and critical conception. The research takes a stand in favor of the critical conception as the foundation for the mathematics teacher education process. From the perspective of critical teacher education, the study draws from a broader context by analyzing guidelines from the reports of the International Conferences on Adult Education (CONFINTEA), the National Meetings on Youth and Adult Education (ENEJA), and official documents that guide teacher education in Brazil. As a result, it was identified that in Goiás there are 63 Mathematics Teaching Degree programs, of which 39 are offered via distance learning and 24 in-person. Based on data from the e-MEC system, it is evident that teacher education is concentrated in private Higher Education Institutions, a trend driven by the expansion of distance education following Decree No. 9,057/2017 and the flexibilization of the LDB (Law of Guidelines and Bases of National Education). Furthermore, the data reveal an unequal distribution of the campuses of HEIs offering Mathematics Teaching Degrees across the different mesoregions of Goiás, highlighting the urgent need for public policies that promote a fairer and more balanced distribution of these programs throughout the state. After analyzing thirteen PPC and one GP from Mathematics Teaching Degree programs offered in Goiás, it was observed that only three HEI explicitly included preparation for working in EJA, which reveals its marginalization in the initial training of Mathematics teachers in the state. In this context, it is recommended that the topic of Youth and Adult Education be incorporated into the syllabi of required courses within Mathematics teacher education programs, grounded in a critical conception of teacher education. This inclusion should recognize EJA as a right, aimed at promoting the emancipation and autonomy of the individuals engaged in this educational modality.