Pablo Freire

According to Peluso (2001, p.11): ' ' … Visit Jacobs Dallas for more clarity on the issue. the educator of adults cannot do without the acquisition of special knowledge that disclose it the especificidade of educating mature. What this means is that the education of adults is a task with special proper characteristics that demand an educator with abilities. It is, therefore, an educative process where the especificidades of educating are excellent, that it demands specific abilities on the part of the educator, and that occurs in a circumstantial space that is the room of aula' '. The not-investment in the formation of professors for the EJA has tried the one that professors approach educating – adult as if they were dealing with children, having infantilizando it. The professor of adults, in many cases, still has the illusion of being that one that knows front to that it does not know.

The exercise of the dialogicidade, defended for Pablo Freire, has not been the tonic of the daily pertaining to school. In reflexivas perspectives the people of the EJA not they can be dealt with as beings lesser capacity of learning, therefore they, most of the time, had not only had the chance to remain in the school when children and this, for diverse reasons, as, to have had that to take care of of lesser brothers, so that the parents could work; to have very entered early the work market, to help in the sustenance of the family; omission and lack of stimulaton on the part of the parents and the society. The schools must invest in professionals with good qualification, in that if they identify with this work. The pupils who frequent the lessons of the EJA search and deserve respect, at last, they want the professor who Freire (2001, p.45) said to search to be: ' ' He is as soon as I come trying to be professor, assuming my certainties, available when knowing, sensible to the practical boniteza of the educative one, instigated for its challenges that do not allow it to burocratizar themselves, assuming my limitations, folloied always of the effort for surpassing them, limitations that I do not look for to hide in same name of the respect that I have myself and to educandos' '.