Concepções, currículos e práticas dos professores de Ciências da educação de Jovens e Adultos na rede municipal de São Gonçalo

Abstract

The present research arises from the desire to reflect on how the conceptions that the teachers present about the Education of Young and Adult can influence the productions and curricular selections in this modality. The research had as a locus the Education of Young and Adults of the municipality of São Gonçalo and had the understanding of the design ideas of the project of this municipality. The work counted on the participation of five teachers who were in the genesis of this modality in the city and four professors of Sciences that teach at the moment. The work was designed from the narratives of these authors, having as methodology the qualitative research through the narrative research and the semistructured interviews, in addition of the documentary collection and the bibliographical review. In the first part, with the help of the narratives of the teachers who participated in the construction of Youth and Adult Education in the municipality of São Gonçalo (EJA-SG), a history of the EJA was built in this municipality. In the second part of the research, with the analysis of the statements of the teachers who taught Science in this modality today, we were led to infer that the conceptions that the teachers of Science present about the EJA can influence in their teaching work. The speeches emphasized the heterogeneity of the public served, the shortage of time and the deficiencies of learning that they bring, as elements that mark the modality and, for some teachers, make the work difficult. On the other hand, we find statements that demonstrate teachers' concern to explore and value the life experiences that students carry. Due to these visions of the students and the EJA, the curricular adaptations seem to be carried out by the teachers from the Curricular Matrix of the municipal network of São Gonçalo. Although teachers are not driven strictly by a single conception, some teachers further direct their practices to what literature calls "critical conception," while others seem to construct their practices based on "traditional conceptions".