Espaços de atuação docente e a geografia da educação de jovens e adultos da rede pública municipal de Santa Cruz do Capibaribe – PE.

Abstract

Thinking about the spaces for action and continuing education in Geography teaching in EJA represents a complex and challenging activity, as it seeks to give visibility to a historically marginalized teaching modality. Therefore, investigating the spaces for action and teacher training, the formative perspectives and educational practices that are related to the teaching of Geography in Youth and Adult Education, focusing on the municipal public school system of Santa Cruz do Capibaribe-PE is the general objective of this study. The research subjects are Geography teachers, who work in the final years of elementary school classes of EJA in the school system that is the object of this study. Regarding the time frame, the 2024 school year was delimited for the analysis of schools offering EJA. Regarding the methodological approaches, the research consists of a qualitative study, using the following methodological procedures: bibliographic, documentary and field research. Through bibliographic research, we seek to discuss the productions inherent to the objectives proposed in the study. Through documentary research, we intend to build a debate about the documentary apparatus that shapes the spaces dedicated to EJA and continuing education in the aforementioned education network. Finally, in the field research, content analysis will be used as a methodological line, seeking to listen to the teachers who are subjects of the research, starting with the use of semi-structured questionnaires as a data collection instrument. The interviews were developed during the second half of 2024. The results of this work highlight the inequalities in supply and demand for EJA in the municipal education network. They point to a high demand for the modality, especially in rural areas, and the need for inclusive public policies. It also highlights challenges in continuing teacher education and in adapting the curriculum to the realities of students.