Educação CTSA baseada em Freire: produção de saberes da ciência química na Educação de Jovens e Adultos

• Ano de defesa: 2024
• Autor(a) principal: Domingues, Luana Almeida Cardoso Sampaio
• Orientador(a): Santos Junior, João Batista dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus Sorocaba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGEd-So
• Palavras-chave em Português: Educação de Jovens e Adultos; Ensino de Química; Educação CTSA
• Palavras-chave em Inglês: Youth and Adult Education; Chemistry Teaching; STSE Education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO DE ADULTOS
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/21334

The present study aims to understand the objectives of Youth and Adult Education, its configuration in the State of São Paulo, and its semi-presential modality present in the State Centers for Youth and Adult Education, considering contextualized pedagogical practices that could be developed in these spaces, with a focus on teaching Chemistry, which historically presents difficulties and poses a challenge in basic education. Therefore, with the aim of investigating the teaching of Chemistry in Youth and Adult Education through methodologies and approaches that could promote the learning of these subjects and their approach to scientific knowledge, a didactic sequence was developed contextualized in the Science, Technology, Society, and Environment approach. The generating theme emerged from the context of the participants, using different activities and school spaces, with an emphasis on practical activities carried out in the laboratory. The target audience of this research was the young and adult students from the State Center for Youth and Adult Education (CEEJA) in a city in the state of São Paulo. The didactic sequence began with 10 participants, but only 5 completed all the proposed activities. The sequence was organized into five activities and data were collected through the application of questionnaires, the production of personal reports by participants, and the conducting of interviews. These data were analyzed through Content Analysis to produce inferences about the influence of the activities on the ideas expressed by the participants regarding Science and Chemistry related to the theme, as well as on the learning of concepts and contents of the Chemistry discipline also related to the theme. The analysis of the data from the first group indicates that there was a change in ideas, as well as learning in Chemistry, with each participant demonstrating distinct development during the research, characteristic of Youth and Adult Education and the flexible model of individualized care present in the school. Furthermore, it was possible to infer that the practical activities favored the learning of these subjects and that the knowledge developed on the theme was translated into actions in their daily lives.