EDUCATION OF YOUTH AND ADULTS AND SOLIDARITY ECONOMY

Abstract

The first continuing education experience of education professionals on a national scale began in 1950. The training campaign did not last two decades. With its demise, continuing education was restricted to discrete activities, geographically sprayed. In 2011, the federal government created the national training system of continuing education, in collaboration with states and municipalities. The retaking of continuing education for basic education teachers included specific programs for youth and adult education teachers. However, studies of continuing education in general and on EJA teachers, in particular, are incipient and dispersed. This article analyzes the process of formation induced by the federal government as ambience for the account of a pioneering experience in Mato Grosso: the realization of a lato sensu post-graduation course for adult education teachers. With mediation of exploratory research and documentary narration, both – contextualization and reporting experience – undergird critical appreciation of the experience carried out and the program that made it possible. The criticism highlights limits of collaborative scheme, of UFMT as executor of continuing education activities and of course participants themselves. The study concludes that continuing education is a positivity unquestioned. But, overcome the current shrinking for alleged lack of resources, it needs to be re-qualified, mainly by the constitution of each education system as an autonomous training organization, which organizes and manages the continuous formation of teachers, preferably in the school, to constitute its faculty without precarious contractual relationship, with proper training and committed to the quality of education.