O ensino de química na educação de jovens e adultos: um levantamento bibliográficos.

Abstract

Youth and Adult Education (EJA) is a type of education in Brazil whose main objective is to develop elementary and high school education for people who were unable to complete their studies in the regular modality, for various reasons, including socioeconomic reasons. This modality is governed by a Law of Guidelines and Bases (LDB), law no. One of the main defenders of EJA in Brazil was Paulo Freire (1996). He argued that education should be a dialogical process, where the student is an active subject in the construction of knowledge, and the importance of contextualization. Given this problem, the objective of this research was to analyze and identify the approaches and main challenges faced in the teaching and learning of chemistry in EJA. To achieve this objective, the bibliographic research method was used, using the Google Scholar platform as the main search source, together with the qualitative-quantitative methodology, which was divided into three stages: Pre-analysis, exploration of the material and data treatment, an idea proposed by Laurence Bardin. Through the results obtained, it was possible to perceive that in the 10 studies analyzed, the authors stated that the main methods for improving the teaching of chemistry in EJA are the adaptation of the curriculum and the use of contextualization, an idea proposed by the excellent Paulo Freires. Thus, it was possible to conclude that the teaching of Chemistry in this modality contributes to the development of scientific and critical skills of students. However, for this to occur, it is necessary to have a pedagogical approach that values the experience and context of students, in addition to a continuous investment in teacher training and teaching resources.