Resumo Português:
O objetivo com este texto é apresentar considerações discutindo as relações entre formadores, professores e adolescentes da formação inicial à prática na Educação Básica, em especial no trato com educandos entre os 14 e os 18 anos de idade, da modalidade Educação de Jovens e Adultos (EJA). A primeira consideração que se destaca é a quase inexistência da abordagem das vivências dos adolescentes nas práticas dos formadores. A ausência de conteúdos que discutam esse momento do desenvolvimento humano revela uma negação da importância do estudo de suas vivências específicas. A segunda é a forte identificação entre a concepção de educação adotada pelos formadores e suas manifestações na prática pedagógica. registros de entrevistas a 36 formadores, 24 professores e 16 adolescentes são trazidos para o diálogo. os adolescentes estudamcom os professores, que estudaram com os formadores. As manifestações que aparecem, aqui, constituem a relação que os formadores estabelecem com os licenciandos, a concepção que os formadores têm de formação de professores e o grau de inserção dos formadores no processo da Educação Superior. Essas manifestações são, em grande medida, resultantes da concepção educacional adotada pelos formadores, da não exigência de formação didática e/ou de vivências com aquelas etapas educacionais pelos formadores, da inexistência de uma política de formação continuada e até mesmo de espaços pedagógicos e físicos que facilitem as práticas coletivas dos formadores. Constatou-se a escassez de bibliografia concernente a adolescentes, adolescentes pobres, formação inicial e continuada de formadores da Educação Superior, como, também, de bibliografia que trate da relação entre esses temas e entre os sujeitos envolvidos neles.
Resumo Inglês:
The aim of this paper is to present considerations that discuss the relationship
between teacher trainers, teachers, and students in the initial training in Basic
Education, especially in dealing with students between 14 and 18 years of age,
in the Education of youth and Adults (EJA) program. The first consideration that
stands out is the almost non-existent approach to the experiences of teens in the
practices of the teacher trainers. The lack of content that discusses this crucial
period of human development reveals a denial of the importance of studying
their specific experiences. The second is the strong identification between the
conception of education adopted by the trainers and their manifestations in pedagogical
practice. records of interviews with 36 teacher trainers, 24 teachers, and
16 teenagers are brought into the dialogue. The teenagers studied with teachers
who, in turn, studied with the teacher trainers. The manifestation s that appear here
are the relationship that the teacher trainers have with the teachers in training, the
concept that the trainers have about teacher training, and the degree to which
teacher trainers are integrated in the process of higher education. These manifestations
are largely a result of the educational concept adopted by the teacher
trainers, of the non-existence of didactic training and/or experiences with those
steps by educational trainers, the lack of a policy of continuing education, and
even of physical and pedagogical spaces to facilitate the collective practices of
the teacher trainers. Also confirmed was the paucity of literature concerning teenagers,
poor adolescents, initial and continuing training of teacher trainers at the
higher education level, as also from the literature that deals with the relationship
between these themes and the individuals involved in them.
Resumo Francês:
Le texte discute les relations existant entre les formateurs, les professeurs et les adolescents, de la formation initiale à la pratique développée au sein de l’enseignement fondamental, particulièrement en ce qui concerne les élèves (14 à 18 ans) inscrits à la modalité éducation des jeunes et des adultes (EJA). La première remarque que l’on fait tient à l’absence d’une prise en compte des expériences des adolescents au niveau des pratiques des formateurs. L’absence de
contenus qui réfléchiraient sur l’adolescence traduit une négation de l’importance des études relatives aux expériences des jeunes. La deuxième considération que l’on fait tient à la grande identification qu’il y a entre la conception d’éducation
adoptée par les formateurs et les conséquences de cette conception au niveau de la pratique enseignante. des notes d’entretiens réalisés auprès de 36 formateurs, 24 professeurs et 16 adolescents font également partie de la recherche. Les adolescents sont formés par des professeurs qui, à leur tour, ont été formés
par les formateurs. Les conséquences qui en découlent déterminent les relations
que les formateurs établissent avec leurs élèves; elles déterminent également la
conception qu’ont les formateurs de la formation de professeurs et constituent le
niveau d’insertion des formateurs au sein du processus de l’éducation Supérieure. Ces conséquences, ou effets, sont pour la plupart issus de la conception de
l’éducation adoptée par les formateurs, de la non-exigence d’une formation didactique, de l’inexistence d’une politique de formation continue voire des espaces
pédagogiques et physiques susceptibles de faciliter les pratiques collectives des
formateurs. on a constaté un manque de bibliographie concernant les adolescents, les adolescents pauvres, la formation de base et continue des formateurs
de l’éducation Supérieure tout comme un manque bibliographique concernant
les sujets traités dans la recherche.
