Práticas educativas de ciências na EJA: uma pesquisa bibliográfica em teses e dissertações

• Ano de defesa: 2024
• Autor(a) principal: Bianquini, Letícia
• Orientador(a): Bozzini, Isabela Custódio Talora
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus Araras
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGEdCM-Ar
• Palavras-chave em Português: Análise de conteúdo; Educação dialógica; Educação de adultos
• Palavras-chave em Inglês: Content analysis; Dialogical education; Adult education
• Área do conhecimento CNPq: CIENCIAS BIOLOGICAS; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/21138

School dropout in regular education is a problem in the Brazilian educational context. However, access to education is a right guaranteed to all citizens by the Federal Constitution. In this sense, Youth and Adult Education (EJA) is an opportunity for those who have not completed their studies in the conventional timeframe. Considering the diversity present in YAE classrooms, it is essential that educators adopt pedagogical practices that favor the learning process, valuing students' prior knowledge, lived realities and identities. To this end, 12 studies were selected from the CAPES Catalog of Theses and Dissertations that address educational practices in the teaching of science, biology, physics and chemistry in the EJA. The aim of this bibliographical research is to unveil the pedagogical practices applied to Youth and Adult Education in Science Teaching over the last two decades in Brazil. The works were analyzed using Content Analysis, as proposed by Bardin. This dissertation seeks to contribute to the YAE literature by demonstrating that, by applying Freirean principles, science teaching can be configured as a space for emancipation and critical development. Active listening and the reflective return of knowledge emerge as central elements in promoting student engagement and the meaningful construction of learning. It is hoped that this research will provide theoretical and practical support for strengthening a more inclusive and transformative science education in the EJA context.