Educação de Jovens e Adultos: uma análise dos Referenciais Curriculares da disciplina Ciências na rede municipal de Niterói, RJ

Abstract

The Education of Youth and Adults (EJA) is a modality of the teaching of basic education aimed specifically at those who, for different reasons, have not completed their studies at their own age. In the city of Niterói, RJ, the second segment of elementary education of the modality is offered in five schools and is guided by the Curricular References approved in 2010 and revised in 201/2020, originating a new document in 2022 This study focused on the discipline of Sciences aiming to understand the patterns of stability and change in these references. The study was based on the ideas of Goodson (1997, 2005, 2007) and other authors in the field of curriculum, as well as theorists who are dedicated to research on EJA, such as Arroyo (2005, 2013, 2017), Freire (1996, 2003, 2011) and Di Pierro and Haddad (2000, 2001). The research analyzed the contexts and processes of elaboration of the documents, as well as the agents involved in their construction, and sought to understand the relationships that are established with national curricular documents and with the curriculum traditionally developed in regular education. The methodological approach used in this research was qualitative, approaching the content analysis proposed by Bardin (2011). The Curricular References (RC) were developed by teachers of the modality and managers of municipal education, with the support of external agents such as the Darcy Ribeiro Foundation (RC/2010) and university professors (RC/2022). The analysis of the documents demonstrated the consonance with different themes that guide the lives of the students of the EJA, being organized by Work Themes/Projects and divided into axes and areas of knowledge in the two cycles that comprise the second segment of elementary school, but there is little dialogue between these and the objectives and contents exposed for the discipline Sciences. This way, we point out that although there are changes in the structure proposed by the documents, there is a pattern of permanence in the discipline of Sciences, with the maintenance of contents that traditionally make up the curriculum of regular education. We hope that the research can contribute to understanding the relationship between the EJA curriculum and the Science discipline, given the importance of building a curriculum that reflects the interests and desires of the people who attend the modality and the scarcity of studies of this type.