This work presents a research on teacher training under the National Program for
Integration of Professional Education with Basic Education, in the Youth and Adult
Education Modality (PROEJA). It was formulated as a general objective - To
understand the formation of the teacher of the Mechanics course, in the EJA modality,
considering the daily life of the classroom and its life history, having as its locus of
research the Federal Institute of Amazonas - IFAM -Campus / Manaus /Center. In a
more specific way, the following questions were answered that contributed to trace the
path taken: 1) Considering PROEJA as a proposal for the world of work, without
excluding the critic's idea, what are the specificities of teaching work in this teaching
modality? 2) What look does the educator who works in the Mechanics course have
on his formative trajectory, considering his life story? 3) What challenges has PROEJA
faced, in the scenario, in which it was built as a program and which is still present in
the Mechanics course? It was proposed to carry out this study, the realization of a
qualitative research in the perspective of the case study of the ethnographic type. For
data collection, three mechanisms were used: the logbook, narrative interviews and
classroom observations. The theoretical-methodological framework used supports the
themes of teaching, training and teaching for EJA and teacher training for Professional
Education. It became evident, from the study, that the training of teachers is not only
built with the theoretical assumptions acquired in the initial training, but also through
practice with practice in dialogue with epistemological knowledge as a source of other
knowledge.
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