A educação dialógica-problematizadora no ensino de ciências como elemento para a valorização da heterogeneidade etária-cultural de educandos da EJA

Abstract

This study started from my concern, as a teacher of Youth and Adult Education, in develop a research where different age groups and cultural history, inherent characteristic of this public, could be an aggregating for the Teaching of Sciences. When working with a heterogeneous public and with a lot of specificities it is necessary to think of methodologies which contribute to the appropriation of scientific knowledge while the learning is meaningful for the subjects involved in the educational process. In this way, this research presents the following investigative problem: How to construct a didactic-pedagogical curricular proposal in the perspective of the Freirean thematic approach that contributes to the valorization of age a cultural heterogeneity of EJA students? From this, the following research objectives are structured: To investigate the reality of students, in order to delimit the contradictions existing in the speeches of this group; Discuss with students the generative theme that will be developed from the study of reality; To identify the scientific contents that will help to understand the generative theme; To organize and implement with students a didactic pedagogical curricular proposal of Teaching Sciences in a dialogical-problematizing perspective; and to evaluate student’s understanding of the role of scientific and educational knowledge from the data produced by students during the development of the teaching proposal. For the elaboration and implementation of the Teaching Science proposal for the final years of EJA Elementary School, it is adopted as starting point the common-sense explanations that students of APED – Ezaltina Camargo Meiga, located in São José dos Pinhais/PR, presents about the everyday phenomena experienced in their social contexts. The approach with social reality of students was based on the Reality Study (RS) in the process of Thematic Investigation (TI) from which emerged the Generative Theme of research, based on the principles of the Freirean thematic approach, from the assumptions of Paulo Freire. To the organization and development of the sequence of classes, it was followed the didactic-pedagogical methodology of the Three Pedagogical Moments. With a qualitative character, the research used the following instruments for the constitution of data: semi-structured interview with students, audio recordings, round table, written record of the students and researcher’s diary. To analyze data, it was used the Discursive Textual Analysis (DTA), highlighting five categories, two a priori: identification and belonging to reality situation and discuss of reality situation in the superficial level, and three emergent categories: paternalistic view from State, process of space change and critical reading of situational reality of the subjects. According to analysis, it is considered that the dialogical-problematizing proposal presented mate it possible to overcome the age and cultural differences of EJA students, since these are complemented in the action of the subjects. In conclusion, ot is observed that the Science Teaching presents itself with transforming potential to the promotion of humanizing educational practice, contributing to the critical awareness of subjects.