<b>Learning teaching in the context of the youth and adult education

Abstract

This article aims to discuss the teacher training who works in the Youth and Adult Education (EJA). It resulted from the studies conducted in the research group: Teacher training and educational practice: basic and higher education (GPFOPE), more specifically, the project Teaching learning and training processes: new perspectives for basic and higher education; and, in the written Culture project: methodological innovations in school. These studies bring us to the deepening of themes that make up the building of the teacher, as well as theoretical contributions targeted to the Youth and Adult Education. The studies from Bolzan (2002; 2007), Zeichner (1993), Marcelo Garcia (1999) and Isaia (2006) are substantial references to our reflections and analyses about the studies that comprise the learning of being a teacher. The studies of authors such as Paiva (2009) and Freire (1996) are some of our theoretical bases to study about EJA. We stress the needing for initial and continuous teachers training, in order that the public of EJA presents specific characteristics that, when understood, will lead to a better understanding of what is the Youth and Adults Education.