THE SYSTEMATIZATION AND SELF-ASSESSMENT OF EXPERIENCE: THE INSTRUMENT FOR PRACTICE TRAINING TEACHERS WITH YOUTH AND ADULT LEARNERS

Abstract

The training, either initial or continuing it reinforces the human condition of incompleteness for any professional, especially for the teacher. This article results from a survey of doctoral level in the field of education. Seeks to analyze the systematization of the experience, from the record instrument for monitoring the weekly performance of the teacher, experienced in teaching literacy and pedagogical practice with young learners and adult construction workers (EJA), developed by the School Project Zé Peão in the city João Pessoa for over two decades. Furthermore, analyzes how this information has contributed to the training of future teachers (students from diverse undergraduate of the Federal University of Paraíba), concerning self-assessment of practical literacy educators EJA mode. Information was collected from conducting a semi-structured interview with former literacy and coordinators. The interpretation of the information given is based on discourse analysis inspired by Foucault's Archaeology of Knowledge (2000). The results showed, among others, that the training strategies of the project in focus, from the record of the weekly monitoring teacher performance have a direction guided the discourse that Teaching requires critical reflection on practice, and systematic rigor. These strategies contribute to the process of educating future literacy teacher, leading him to reflect on their practice and overcome the naivety of spontaneous and individualistic teaching praxis, toward that which allows the critical and unfinished doing and thinking about teaching.