MULTIPLE LOOKS ON EJA TEACHERS FORMATION THROUGH A

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 Gravatas 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 PEADs 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?