Training and social representation of pedagogical practices of youth and adult education (EJA) teachers
DOI:
https://doi.org/10.48163/rseus.2026.14111-28Keywords:
continuing education for teachers, social representation, pedagogical practices, quality education, education for young people and adultsAbstract
The general objective of this article is to identify the importance of continuing teacher education and the social representation of pedagogical practices for quality education for students in youth and adult education. The problem that motivates this research is: how can continuing teacher education affect their social representation before students to promote quality education? In order to understand this problem, this research uses as its methodology a bibliographic review of books and academic articles that deal with the subject, as well as Brazilian legislation. Continuing teacher education is an essential factor for the teaching and learning process, since, through updated knowledge, teachers will be able to provide quality education and meet the educational needs of their students, especially those students outside the age range who are part of youth and adult education (EJA). Ongoing teacher training is essential to ensure that the social representation of their pedagogical practices is up to date and aligned with students' learning needs. These characteristics are essential for students to have quality learning and personalized teaching to meet the needs of EJA students. When teachers apply updated knowledge and innovative strategies, they promote a more dynamic and interactive environment. As a result, this transformation helps to increase student engagement and improve academic results. Therefore, it is important to have a good relationship between teachers and students, as well as for students to develop their knowledge.
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Copyright (c) 2026 Thiago Silveira de Resende, Roberto Kennedy Ferreira da Silva de Queiroz
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