A brief reflection on the challenges of EJA: in light of evidence of teacher training

Abstract

This article addresses a brief reflection on a controversial issue in the educational field, concerning the challenges of Youth and Adult Education (EJA) from the perspective of public policies regarding the training of teachers working in secondary education. In order to reverberate the discussion of the proposed theme, the methodological route was to immerse ourselves in the scientific literature to seek contributions from authors and legal documents that could corroborate the topic. We use indicative observation with the aim of investigating whether EJA's public policies offer continued training for teachers working in secondary education. In the search for bibliographic sources, the strategy was based on the following keywords: “Youth and Adult Education”; “high school”; “teacher training”; “public policies”; For this purpose, the Google Scholar platform was used as a database. Considering the findings revealed in the bibliographical review, based on indicative observation, it was possible to perceive that public educational policies are still timid in offering continued training for educators and in keeping young people and adults in the educational system, in addition to other demands that exist in this modality, such as school dropout and class closures, are challenges still faced today in Brazil. At this moment, the National Pact for Overcoming Illiteracy and Qualification of Youth and Adult Education appears, bringing the hope of meeting the challenges faced by this modality, and could be the key piece for advancement in Brazilian education.

 Keywords: Youth and Adult Education. Teacher training. Public Policies. National Pactto enhance EJA.