Material didático de química na EJA: uma proposta a partir dos três momentos pedagógicos

Abstract

The teaching of chemistry in basic education has been considered a challenge because the concepts that suitable into studied are the characteristic foundations in a submicroscopic world based on symbolic-mathematical models that, to understand, require an exercise of abstraction. This dependence on rationality is of great difficulty for high school students, and more pronounced for those of Youth and Adult Education (YAE), whose subjects, at some time in their school life, were excluded by the system for several reasons, the most common being the need to work early and early pregnancy. This accentuates the need for understanding the world from the concrete elements of macroscopic reality. In this movement, when they return to formal school studies, these subjects are faced with the possibility of a new exclusion due to the difficulty they have in having to deal with a great diversity of personal demands, including the studies and the ever present possibility of reprobation. Faced with this picture, the chemistry teacher has the challenge of making accessible the scientifically transposed scientific knowledge, so that it has meaning for the life of the students of the YAE. However, research on this modality in high school has been slight explored and in relation to didactic materials, specifically for chemistry, only appears around 2006. In this sense, the objective of the present research was to organize a didactic material of Chemistry in the CEEBJA, structured in the methodology of the three pedagogical moments, which attends the heterogeneity of the profiles of the students of YAE. For this, the Content Analysis of the teaching materials for the Teaching of Chemistry used in the State Center of Basic Education for Young and Adult Professora Linda Eiko Akagi Miyadi, from Apucarana / PR was carried out. The analysis used criteria organized from the restructuring of the questions contained in the YAE textbook evaluation sheets (PNLD-EJA), from the content "chemical reactions", which is structural for chemistry and its teaching. As a conclusion, the study shows that the materials that are being used in the YAE are not adequate to the needs and profile of the students, being one of the elements that contribute to the perception that teaching and learning of this curricular component is difficult. Finally, we present a proposal of didactic material for the teaching of chemistry directed to the education of youths and adults, about the content chemical reactions, predicted in the YAE curriculum and of the materials analyzed. For the conception and elaboration of the material, the three Pedagogical Moments proposed by Delizoicov, Angotti and Pernambuco were taken as reference for the curricular organization.