Potencialidades das oficinas de aprendizagem com abordagem ciência, tecnologia, sociedade e ambiente na educação de jovens e adultos

Abstract

This research focused on the teaching of Chemistry in Youth and Adult Education mediated by the learning workshop methodology, using the Science, Technology, Society and Environment (CTSA) approach as a contribution to the teaching perspective focused on citizen education. This proposal arose from the problem situation in which one questioned, what is the potential to relate the curricular contents of the 1st year of Chemistry of high school to CTSA approaches, through learning workshops in order to promote the understanding and relationship of this knowledge with situations of their daily life. With the proposal to reflect on this issue, the research had as general objective, to evaluate the relationship of chemistry contents of the first yearof high schoolwiththe CTSA approach, usingthetheme"Water and its consumption by society", through learning workshops, with the approximation between school scientific knowledge and daily student situations. The data were created through the analysis of the political pedagogical project, previous questionnaires, observation of the entire process of development of workshops and chemistry classes recorded in the field notebook and final report carried out by the students. For this, a pedagogical intervention was carried out in a Youth and Adult Education Center (CEJA), with students of the night high school. The intervention occurred through learning workshops, followed by the observation of chemistry classes for the students of the first year of high school, which occurred in the weeks of the workshops. The development of learning workshops using CTSA approaches proved to be a path that contributes to a chemistry teaching that aims at citizen education. The pedagogical environment enables dialogical aspects, with collective action in the development of activities and favorable for the interdisciplinary process. Thus, the thematic organization of knowledge is positive for the conjuncture of CTSA approaches and the contents of chemistry school knowledge.