Initial and continuing training of teachers working in Education of Youth and Adults in the municipal education network of Macapá, State of Amapá, Brazil

Abstract

This work aims to analyze the formative profile of teachers working in the Education of Youth and Adults (EYA) in the municipal education network of Macapá, State of Amapá, Brazil. To achieve our goal, we adopted quantitative and qualitative research as well as bibliographic research. The collection of empirical data took place through the application of a specific questionnaire with teachers who work at EYA, and who agreed to participate in the research, in order to identify whether these teachers had the specific qualification in the undergraduate course they attended, or if later, as education professionals, they carried out some qualification that would help them in their work at EYA. We understand that students of this modality have a differentiated profile and learning specificities, which requires a qualified professional to serve them. The survey data revealed the absence of initial training to work in EYA classes in undergraduate courses, as well as failure in continuing education. Therefore, there is much to be done in the public policies so that teachers who work with youth and adults in the municipal network of Macapá can be increasingly qualified to face the challenges that this type of education requires.