A relevância da educação de jovens e adultos na licenciatura em língua espanhola

Abstract

Understanding the historical and social issues that affect students in Youth and Adult Education (EJA) is important so that a dignified education, focused on the real demands of this public, can be provided. This is the audience that we, as future Spanish teachers, will encounter because it is within the age range of students that we encounter as we teach preparatory courses, at universities, and in public schools. Considering this factor, the teacher's opportunity to meet this student in the undergraduate course is within the EJA classes. The research question is: Are future undergraduate Spanish language teachers at UFRN-FELCS prepared to teach the EJA modality based on the current curricular structure? The general objective is to investigate the perception of undergraduate students in Spanish at UFRN-FELCS about teaching in EJA, seeking to understand their interests and the training of these professionals. Theoretically, the work is based on the studies of Freire (2022), Rosado (2013), Silva (2023), Grando (2015) and Lima (2011) among others. For our work, which is qualitative, we used a questionnaire as an instrument. We collected and identified the perceptions of undergraduate students in Spanish who completed all stages of the course. The results of the research indicate that even after completing the Spanish Language Degree course, future teachers still do not have a good understanding of the characteristics of Youth and Adult Education (EJA). However, they are interested in working in this area. The research indicates that both EJA and the Spanish Language Literature course are poorly recognized in the educational environment. It also shows that, despite the interest of future teachers in working in EJA, they feel insecure due to the lack of contact during their training.