Ensino de química na Educação de Jovens e Adultos em dissertações: Análises das práticas pedagógicas a partir da Pedagogia Histórico- Crítica

Abstract

The present research is part of a broader project of the Research Network on Science Teaching in Youth and Adult Education (REPEC-EJA), which was created in 2017 and is registered at UFG as an integrative research project, involving researchers and undergraduate and graduate students from different higher education institutions. Our research has a bibliographic character and was developed along the lines of State-of-the- Art studies. We aim to map and analyze the academic productions (dissertations and theses) that developed didactic-pedagogical products for the teaching of chemistry in the EJA, adopting the Historical-Critical Pedagogy as an analysis parameter. EJA and problematize the didactic-pedagogical approaches from the Historical-Critical Pedagogy. For the survey of academic productions, we adopted the CAPES theses and dissertations bank, from the analyzes to typify the centrality of the discussion, we selected 14 more current scientific productions (2013-2018). In the analysis process, some categories were listed: theoretical-methodological foundations of the didactic-pedagogical processes worked/discussed; the methodology of didactic-pedagogical approaches (procedures, resources and techniques adopted; subjects to which they are intended; contents worked; educational purposes); analysis of recurring terms: contextualization, dialogue and generating theme; students' learning difficulties. We agree that there is still a long way to go in the area of Teaching Chemistry for Youth and Adult Education, because, as shown in all the works, the historical trajectory of schooling for young people and adults reveals a wide disregard of the State with this modality. of education, in addition to the little didactic/pedagogical material produced in the last 10 years. As for the theories adopted, there is still a prevalence of non-critical or critical-reproductive pedagogies with the discourse of social change. Another aspect that we observed is that some works, despite citing the contextualization or the presentation of problem-situations during the given classes, did not consider the complexity of the concept of context. The discussions presented in the results do not demonstrate the presence of social issues, or they proved to be shallow, not even complying with what was theoretically stated. In addition, our analysis listed different learning difficulties of EJA students pointed out by the dissertation researchers, however, the main one is the association of scientific concepts with everyday facts. Based on this, we propose an instructional material for teaching chemistry in EJA, considering the learning difficulties reported here, with theoretical foundations in Historical-Critical Pedagogy.