MULTIPLE LOOKS ON EJA TEACHERS FORMATION THROUGH A

Abstract

This article presents an investigation over the teachers-pupils perceptions of the

PEAD - Pedagogy Degree Course: Initial Years of the Basic Teaching - acting in the EJA modality

– Young and Adults Education in Gravataí’s Public Schools, Rio Grande do Sul. This PEAD is

being offered to the distance learning modality by UFRGS - Federal University of Rio Grande do

Sul.

Through carrying out case studies from semi-structured interviews done with these teachers-pupils,

I intend to do an analysis of what they think so far on different modalities of teaching: EJA and

EAD and also check the transformations noticed by them since the beginning of the degree course

up to the moment of this study, taking into consideration their own pedagogic practices while

working as teachers. In this way, I look into the academic formation influence done by the distance

learning modality in pedagogic practices of the PEAD’s teachers-pupils.It is important to

emphasize that the subject ‘teacher-pupil’ in this study is constituted by the EAD, in this case

specifically by the PEAD. In this way, I question: what are the implications of this distance learning

academic formation in the teachers’ pedagogic practices who work in the EJA?