O ensino de ciências nos anos iniciais da educação de jovens e adultos (EJA): contextos da realidade para o desenvolvimento de uma proposta didática

Abstract

In this research, we analyze the challenges of literacy in the early years of Youth and Adult Education (YAE) and which didactic-pedagogical proposals can contribute to science teaching, since including these young people and adults from the YAE in the schooling process requires the development of didactic-pedagogical proposals that present the students with possibilities to reflect on their reality, providing a consciously critical attitude towards the current world. However, developing didacticpedagogical practices different from the traditional ones requires continuing education courses to be offered to teachers, that include spaces for reflection, discussion and collective production. This is necessary and urgent, even more, for teachers in the early years of elementary school who are, in large part, teachers with generalist training and take classes at YAE as an extension of their workload. This research was developed during a remote course, for teachers and pedagogues working in YAE in the early years of elementary school in a municipality in the metropolitan region of Curitiba, with the objective of knowing the pedagogical practice of teachers, aiming to build a didactic proposal for the science teaching. This is a qualitative, exploratory and descriptive study. The research data were generated from the transcription of the videos recorded during the remote meetings and from the activities carried out by the teachers and posted in a virtual environment. For data analysis, content analysis was used (Bardin, 2011). As a result of this research, it was possible to recognize that, in the perception of the participants, there still remains a supplementary and reductionist conception of literacy, as well as the prevalence of teaching Portuguese over other areas. Science teaching still does not have a defined place in the teachers’ practices, which was justified based on the idea, socially constructed, that students in the literacy process should mainly master the processes of reading and writing. As a contribution to this research, we developed an Educational Product (EP) entitled: ―A didactic proposal for teaching science in the early years of youth and adult education: the importance of self-care – type 2 diabetes‖. This proposal aims to present how the use of images can contribute to the teaching of science in YAE, considering the assumptions: contextualization and problematization.