Educação de jovens e adultos nos cursos de licenciatura: itinerários de pesquisa a partir do estado do conhecimento

Abstract

This article, an excerpt from broader research, presents a state of knowledge study, whose central objective was to list academic productions that address Youth and Adult Education (EJA) in undergraduate courses. For this study, the mapping and systematization of research available in the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES) was carried out. The methodology used was of the state of knowledge type, analyzing academic productions produced between the years 2010 and 2022. Based on this mapping of productions, we consider that there are gaps with regard to discussions on the analysis of public policies and inclusion and exclusion processes in the field of EJA. On the other hand, convergences between productions occur mainly around the appreciation of diversity, interdisciplinarity and social participation. We emphasize that the majority of studies indicated that the teacher's initial training in the degree is not sufficient to prepare this professional to work in the Youth and Adult Education modality. With this, research points to the need to value and recognize Youth and Adult Education as a specific field of knowledge and professional activity, which requires adequate, critical and reflective teacher training, as well as an articulation between theory and practice, between university and school, between academic and popular knowledge.