O ensino de ciências nos níveis fundamental e médio da educação de jovens e adultos (EJA) a partir de temáticas de fronteiras: uma proposta interdisciplinar

Abstract

In this research, we analyze the understandings and relationships that teachers establish regarding interdisciplinarity based on frontier themes, in the daily lives of Adult Education. The Adult Education (AD), based on the National Education Guidelines and Bases Act of 1996, had its foundations based on the purpose of overcoming old projects that did not consider the individuality and potential of each student, since they have singularities that differentiate them from regular school students. From the legal guidelines for AD in Brazil and Paraná, as well as the need to better articulate disciplinary knowledge, in view of the shorter school time legally required for the public of this modality to complete basic education at its different levels, this , by itself, raises the motivating concern of the objective of this research: to organize in a collaborative way a pedagogical proposal for the teaching of Sciences, in the Fundamental II and Medium levels of AD, from thematic of borders, in a process for the formation of teachers, having interdisciplinarity as an epistemological foundation. With this, it was sought to organize a pedagogical proposal for the Teaching of Sciences at the Elementary and High Education levels that included the elements contained in the highlighted problem. For this study, Olga Pombo’s epistemic foundations on interdisciplinarity and the delineation of frontier themes in Sciences were taken as a reference, organizing this relationship in a collaborative construction with the teachers who work at the AD of Curitiba and the Metropolitan Region, carried out during a course university extension. For the generation of data, audio and / or video recordings of the discussions held collectively during the course were made, as well as the written production of the participants. After analyzing this corpus, it was found that most participants understood interdisciplinarity as something related to disciplinary content and only 10% linked it to non-curricular knowledge and knowledge. After the meetings, discussions and debates, there was a tendency among the participating teachers to understand interdisciplinarity as an epistemic foundation, mobilizing scientific knowledge from different areas of knowledge in addition to the isolated disciplines themselves. With that, some of the teachers also started to realize, even if rudimentary, the possibilities of using border themes. As an Educational Product, a proposal for continuing education for teachers was outlined from the course development, which is reconstituted and restructured with each edition, as it has the principle of interdisciplinarity based on border themes, collaboratively delimited.