POSSIBILIDADES E LIMITES DE UMA AÇÃO FORMATIVA E DIALÓGICA SOBRE A EJA/EPT COM DOCENTES DO IFSP

This article presents a brief synthesis of a qualitative research carried out within the scope of the Postgraduate Program in Professional and Technological Education (ProfEPT), which analyzed the position of a group of professors on the opening of a course of the National Integration Program of Professional Education with Basic Education, in the Youth and Adult Education Modality (PROEJA), on a campus of the Federal Institute of Science and Technology of São Paulo (IFSP). In this way, the academic work investigated the implementation of a PROEJA course and proposed a set of pedagogical interventions to the group of professors of the institution that would work in the course, in order to provide them with greater knowledge about the aforementioned program. The training actions proposed to these teachers were configured as an Educational Product, required by ProfEPT. The instruments used for data collection were, above all, participant observation and an online questionnaire. The results indicated, in particular, a resistance on the part of the teaching staff to work in the EJA and signaled the existence of difficulties of different kinds, such as the lack of specific teacher training to teach at Proeja, the need to prepare the campus for the opening of the course, the need to prepare a curriculum focused on the specifics of the working class, among others. The investigation also demonstrated the importance of continuous training for the institution's teachers on the subject and the need for constant dialogue. Furthermore, the conclusions open spaces for reflections that lack other studies and investigations in the field of educational policies, curriculum and teacher training.