Uma Proposta de Ensino de Física por Investigação para Educação de Jovens e Adultos

Abstract

The teaching on the Young Adult Education mode (EJA) is becoming increasingly important both in educational area of research as the official documents ruling the Brazilian education. The EJA is understood as the right of people who have been excluded from the educational process, as well as the quality of education that aims at training citizens aware and critical of the social structure in which they live. However, we realize that there are still negligence in relation to the training of young and adult social and political order, from the unpreparedness of educators who work in that mode to the distribution of educational support materials to ensure training in order to achieve the desired goals in EJA. Thus, we aimed in this study to understand the reality of Jataí (Goiás) teachers regarding the preparation of their classes in the context of young adult education and it was possible to verify that there are methodological problems due to lack of training. Therefore, we sought an alternative to ease the problems encountered with teachers, where we tested a teaching methodology of science that have the potential to evaluate the development of the recommended skills in the documents that guide the EJA. In order to test the selected methodology, we put together a teaching sequence based on the assumptions of the investigation for Science Education (SEI) and applied it in a secretarial class at Proeja Mode in Federal Institute of Education, Science and Technology of Goiás, Campus Jataí. To analyze the data obtained in this studywe used the framework of qualitative research and the analysis of content. The analysis of data collected during the development of SEI indicates that the methodology has a strong potential to develop the skills that the teaching of science assumes when it comes to adult education, such as the raising of hypotheses, testing hypotheses, problem solving and argumentation. The SEI also enables the development of attitudes such as curiosity, persistence and pleasure in learning science. This work also reflects on teacher training, pointing to the need for continuing education so that we can debate issues from the specificities of the EJA to methodological issues in order to equip educators with a theoretical and methodological approach, as so many "problems" highlighted by they can get another meaning.