Formação docente para a educação de jovens e adultos: análise do currículo de licenciatura em química no Instituto Federal de Educação, Ciência e Tecnologia do Amapá

Abstract

This study focuses on teacher education for Youth and Adult Education (EJA), with an emphasis on analyzing the curriculum of the Chemistry Teacher Education Program. Its general objective is to analyze how EJA is addressed in the curriculum of the Chemistry Teacher Education Program offered by the Federal Institute of Science and Technology of Amapá. To this end, the analysis of the Course Pedagogical Project (PPC) was adopted, identifying changes and advances in the training of future teachers to work in this modality. The research is characterized by a qualitative approach. The results indicate that the initial version of the PPC (2015–2021) presented gaps in teacher preparation for EJA, while the 2021 reformulation of the PPC brought important advances, such as the inclusion of the subject "Theory and Practice of EJA" and the expansion of the theme in supervised internships and pedagogical subjects. However, challenges remain, such as the need for deeper methodological approaches and greater integration of local cultural knowledge. It is concluded that a more inclusive teacher education, sensitive to the specificities of EJA, is essential to prepare teachers to serve this audience, contributing to a more equitable and transformative education.