O livro didático de ciências na EJA: realidades e vivências (re) significadas

Abstract

Thinking about Science Teaching in Youth and Adult Education (EJA), a modality that serves students who were unable to attend school at the regular teaching age, is justified by the need to enable students to experience the practice of historically produced scientific knowledge, the from the social environment in which they are inserted. Thus, this research starts from the idea that in its reality there is availability of the use of textbooks and, this material, can contribute to Science Teaching that provides students with the understanding of scientific knowledge about different everyday issues, with emphasis on for Infectious Diseases. This work has as main objective to analyze how the textbooks of Elementary School -Final Years, approach this theme and how it contributes to the experiential learning of students. With the specific objectives: Discuss the theoretical concepts of Science Teaching in EJA; To reflect on the conceptions of significant actions in the discipline of Science, for the students of the EJA, considering their experiences and realities; To analyze the Textbooks according to the criteria and categories elaborated on the theme of Infectious-Contagious Diseases and to produce as an Educational Product a Pedagogical Manual for the teacher, entitled: "Infectious-Contagious Diseases: Science Teaching thinking about the EJA student". The question that arises is: "Is it possible to build significant actions for the theme Infectious Diseases from the Science textbook in Youth and Adult Education in a way that produces meaning for students?". To achieve this objective, the works from the 6th to the 9th year of the EJA Modema Collection, selected by the Textbook Program for Youth and Adult Education (PNLD EJA 2014/2016) were analyzed. These subsidized the documentary research through a qualitative approach. The information was based on Content Analysis techniques based on the assumptions of Bardin (2016), in which textbooks were analyzed, with floating reading and the criteria and categories pre-established in the project to support the object of study. To support the investigation of this research, some authors were consulted, such as Leontiev (1998), Libâneo (2004; 2006), Davydov (1978; 1988; 2002), Vygotsky (1991;1998;2001), Sasseron (2019); Freitas (2007); Cavalcante (2016), Tortora et al (2017), among others. The research also used as theoretical support the contributions of Freire (1987, 2002, 2013) to understand the educational context of EJA. In view of the analyzes carried out, we found that the books approach the theme of Infectious Diseases, in different ways and perspectives. We found books with more consistent information regarding the theoretical and practical development of the analyzed theme, emphasizing a specific chapter for Infectious and Contagious Diseases. We noticed books that do not address the theme. During our study, we observed the importance of the teaching role in the exploration and expansion of knowledge present in the textbook, especially for the Youth and Adult modality. As an educational product, we developed a Manual of practical and experimental activities focusing on the theme of Infectious Diseases, with the aim of contributing to the critical training of EJA students, especially with regard to social and public health contexts.