Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2017-01-19T10:42:52Z No. of bitstreams: 1 2016 - Bruna de Oliveira Jeronimo.pdf: 758898 bytes, checksum: 7ee60418a7d9001ba9e3e3c0a15123cd (MD5) / Made available in DSpace on 2017-01-19T10:42:52Z (GMT). No. of bitstreams: 1 2016 - Bruna de Oliveira Jeronimo.pdf: 758898 bytes, checksum: 7ee60418a7d9001ba9e3e3c0a15123cd (MD5) Previous issue date: 2016-02-29 / This research is about teacher training for Youth and Adults studentes and the need to identify and analyze if the teachers who work with this modality at a given school in Volta Redonda carry out their teaching activities from the perspectives of law 10.639/2003 and the Curricular Guidelines for the Education of Racial-Ethnic Relations. For this purpose, I dedicated myself to historicizing the implementation of adult education, identifying and characterizing the skills and competencies required for a teacher of adult education, characterizing the relationship between the students, their teachers and ERERs and understanding how important teachers in this type of education grant to the Curriculum Guidelines for the Education of Racial-Ethnic Relations and how it manifests on the "ground of the school". From these actions, I sought to identify if there are political strategies for teaching qualification at SME in Volta Redonda focused on the implementation of Law 10.639/2003 in that city / Nesta pesquisa, abordo a forma??o docente para a Educa??o de jovens e Adultos (EJA) e discuto sobre a necessidade de identificar e analisar se os professores que trabalham com esta modalidade em determinada escola do munic?pio de Volta Redonda exercem suas atividades docentes nas perspectivas da Lei 10.639/2003 e das Diretrizes Curriculares Para a Educa??o das Rela??es ?tnico-Raciais. Para este fim, dediquei-me a historicizar a implanta??o da EJA, identificar e caracterizar as habilidades e compet?ncias exigidas para um professor do EJA, caracterizar as rela??es existentes entre a EJA, seus professores e as ERERs e entender qual a import?ncia que os professores dessa modalidade de ensino concedem ?s Diretrizes Curriculares para a Educa??o das Rela??es ?tnico-Raciais e como ela se manifesta no ?ch?o da escola?. A partir dessas a??es, busquei identificar se h? ou n?o estrat?gias pol?ticas de qualifica??o docente na SME de Volta Redonda voltadas para a implanta??o da Lei 10.639/2003 naquele munic?pio