WHEN THE STUDENT BECOME A TEACHER: TRAJECTORIES, MEANINGS AND SENSES OF DISCENCE IN THE TRAINING OF EDUCATORS GRADUATED IN YOUTH AND ADULT EDUCATION
KEYWORDS: YOUTH AND ADULT EDUCATION, TEACHER EDUCATION, STUDENT TRAJECTORIES.
This work addresses the reflection of the student trajectories of educators from Youth and Adult Education in their teacher training. It brings as research subjects educators from EJA, having as research object their trajectories and the possible reflexes in their teacher training. In the course of the research, it is intended to make use of the comprehensive interview described by Kaufman with the intention that the subjects feel welcomed to share their multiple experiences in their training spaces.