Biografia educativa em processos (auto)formativos para o Ensino de Ciências na Educação de Jovens, Adultos e Idosos

• Ano de defesa: 2023
• Autor(a) principal: Viana, Sirliane da Costa
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Exatas e da Terra (ICET); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM
• Palavras-chave em Português: Formação de professores; Ensino de ciências; Biografia educativa; EJAI; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Teacher's formation; Science teaching; Educational biography; EJAI - education of youth, adults and the elderly
• Link de acesso: http://ri.ufmt.br/handle/1/5868

In the study Educational Biography in (Self) Formative Processes for Teaching Science in Education of Youth, Adults and the Elderly (EJAI), I present research developed in the training of teachers whoteach science in the initial years of EJA. The main objective of this study was to comprehend what learning from teaching in EJA, evidenced through the Educational Biography, can indicate other ways of training teachers for Science Teaching. This research aimed to understand the meanings built aboutScience teaching, from the immersion in the formative itineraries program of teachers who teach in EJA, through the analysis of their Educational Biographies in a (self) formative process. The study brought together four teachers who collaborated in basic education in a continuing education proposal. It was a qualitative research, its investigative method was based on narrative research and it took the procedural approach of research training that includes the realization of training practiceswhile they were being investigated. I chose Educational Biography as an investigative tool to understand what learning of teaching can indicate other ways to train teachers for Science Teaching in EJA. The study showed that the teachers' learning emerged in processes before their initial training,such as their student experiences in basic education, as learning woven throughout their trajectories in EJA. As part of what the study revealed, it is significant to mention the insipient training in aspects related to a specific way of teaching adults in the literacy process, as the teachers' recognition of the fragility of their scientific knowledge for science teaching. The Educational Biography as a methodological option in adult education, both for teachers and EJA students, proved to be a relevantpath, as it allowed the emergence of learning and knowledge built by teachers throughout their trajectories in science teaching in EJA. Moreover, the Educational Biography pointed out necessary aspects to be explored in continuing education processesto qualify and improve the scientific learningof teachers for teaching, and also represent a strategy to promote scientific literacy while promoting basic literacy in classes of the early years of EJA.