A Educação de Jovens e Adultos na Formação de Professores de Ciências e Biologia: concepções de estudantes e docentes em um curso de licenciatura no estado do Rio de Janeiro

Abstract

This study aimed to analyze the undergraduates and teachers conceptions about EJA in Science and Biology Teachers training and to investigate possible approaches to Education of Young and Adults (EJA) in a Bachelor's Degree in Biological Sciences at a public university in the state of Rio de Janeiro. The aim was to problematize the teachers training, in particular of the science and biology teacher, with emphasis to act in the EJA. The research had a qualitative approach articulated to the quantitative data treatment. We analyzed papers from academic subjects of the study course related to the teaching of Science and Biology, a questionnaire was applied to 27 undergraduates and interviews were conducted with three teachers. The data analysis technique was used. The students' responses to the questionnaire and teachers' narratives were categorized based on theoretical contributions from the EJA and the training of Science and Biology teachers. Elements associated with the EJA were identified in the Supervised Stage IV discipline. Authors related to research with Youth and Adult Education were not included in the bibliography. The majority of the undergraduates related the differences between the regular education and the EJA modality to the profile of the students of the EJA, considering mainly the age group and the life experience. The interviewed teachers considered important to include EJA in the training of teachers in undergraduate courses. Also for these teachers, the organization of the time to minister the contents and the understanding of the needs, specificities and knowledge of the students of the EJA were considered relevant for the planning and teaching performance. The analysis of the conceptions of graduates and professors of this course pointed out less emphasis on the EJA and greater emphasis on regular education, which is close to results of studies on other undergraduate courses. The mainstreaming of the construction of an understanding of the EJA in different disciplines of undergraduate courses can contribute to the sensitization of students and teachers to this type of teaching. It is argued that the development of projects and the approach of the EJA in other disciplines of this course can be an indicator that other actions are necessary in the initial and / or continued formation of Science and Biology teachers to assist them in the teaching work with the youth and adult education. The results of this study may contribute to future research on EJA in the training of Science and Biology teachers.