Produção de conhecimentos em EJA: análise das contribuições do Projeto de Ensino Fundamental de Jovens e Adultos da UFMG – 2º Segmento – Proef-2 – para o campo da Educação de Jovens e Adultos

Abstract

This research aimed to understand the contributions of the Youth and Adult Elementary Education Project of UFMG – 2nd Segment – Proef-2 – to the field of research and production of knowledge related to Youth and Adult Education. To this end, it identified and analyzed the academic-scientific production of teachers/tutors who graduated from this Project, from 1986 to 2016, who continued their academic training by researching EJA in stricto sensu graduate programs. It also analyzed 10 (ten) pedagogical proposals and 24 (twenty-four) activity reports, which indicated the development of research in EJA as one of the objectives that justified the continued operation of Proef-2, highlighting those carried out in co-authorship between teachers/coordinators and teachers/tutors. We created a database with 544 (five hundred and forty-four) names regarding these individuals and to locate their academic productions, of which 194 (one hundred and ninety-four) reported in their Lattes CVs that they had continued their academic career in stricto sensu postgraduate courses. From these, we identified, based on the Lattes CVs, 28 (twenty-eight) former professors/tutors who continued their academic careers in stricto sensu postgraduate courses and addressed themes related to EJA in their master's and/or doctoral research. In this group, in relation to the titles, we identified 28 masters, of which 9 (nine) are also doctors and two are doctoral candidates. Among the graduates with doctoral degrees, 5 (five) addressed themes related to EJA in their theses. The 33 (thirty-three) academic productions (dissertations and theses) identified were analyzed with reference to the concept of specificities of EJA and demonstrated diversity as a characteristic of the modality and, consequently, of the scientific field related to it, pointing out, as contributions of the Project, the formative experience in EJA, its long history and its own administrative and pedagogical organization. These results achieved show that Proef-2 was also configured as a formative instance for researchers for/of EJA.