Concepts and knowledge of youth and adult education
The vision of teachers of this type of education (1996-2006)
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This study, of a historical nature, focuses on teacher training for the EJA, a modality that aims to serve a portion of the population who, for a wide variety of reasons, have not had the opportunity to attend or complete basic school education in a regular time. When looking for an understanding of teacher training for youth and adult education, it can be seen that the number of specific studies on teacher training for this modality is still small, although growing, and that most of them are announced in the context of legislation, via the legal document that translates the intentions of educ...
This study, of a historical nature, focuses on teacher training for the EJA, a modality that aims to serve a portion of the population who, for a wide variety of reasons, have not had the opportunity to attend or complete basic school education in a regular time. When looking for an understanding of teacher training for youth and adult education, it can be seen that the number of specific studies on teacher training for this modality is still small, although growing, and that most of them are announced in the context of legislation, via the legal document that translates the intentions of educational policies which, in turn, omit this training or elucidate it embryonically. In view of this, this study focuses on the EJA teacher in terms of their training. What formative ideals do YAE teachers believe they were trained under? What knowledge was part of this training? These are the questions that will be answered during the course of this work.
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