Os caminhos do bom professor de jovens e adultos EJA

Abstract

We conducted this research with the aim of obtaining grants to questions about where and when the good teachers of Youth and Adults - EJA acquire their knowledge, develop their skills and professional practice, and how performance assessment can help improve education in this segment. The survey was conducted in CEJA - Study Center for Youths and Adults in Cuiabá / MT., with the participation of students and teachers at different stages of data collection. The Students contributed indicating the qualities of a good teacher and professional skills they should have. For teachers and evaluated, indicating helped develop such qualities as assessed by students through questionnaires and interviews. The theorical base was FREIRE (1997), SOARES (2004), CUNHA (1992), SCHÖN (2000), TARDIF (2002), PERRENOUD (2002), NÓVOA (1995), DIAS SOBRINHO (2003), AFONSO (2002), IMBERNÓN (2006) and LOWMAN (2004). These authors address topics on teaching knowledge,skills and professional evaluation of teaching performance, discuss the educational practice, promote interest in teaching investigative, reflective, politically, and dialogic, and indicate the assessment of teaching practice as one of the basic tools in sustaining the quality of teaching. The research involved a qualitative case study as works of ANDRE (2005) and YIN (2001). The interpretation of data were carried out using content analysis BARDIN (1977). With this study we could demonstrate when, where and how these teachers indicated as good teachers, with the qualities and skills displayed by the students learned to be good teachers of Youth and Adult-adult education- EJA.