Ensino médio integrado na modalidade EJA: formação discente e o ensino da química

Abstract

The study emerged from the desire to reflect the perceptions of students from the National Program for the Integration of Professional Education with Basic Education, in the Youth and Adult Education modality (known in Brasil by the Portuguese acronyom, PROEJA), on the themes “Student training and Chemistry Teaching”. The reserch adhered to Line 01 of the Professional Master’s Degree in Professional and Technological Education (EPT) - Educational Practices in EPT, Macroproject 2 – Inclusion and Diversity in formal and non-formal teaching spaces in EPT. The question raised in the research was: how have PROEJA students understood their training with Integrated High School (EMI) in this modality? The general objective focused on investigating the perceptions of students from the High School Technical Course in Mechanics in na integrated way in the EJA (Youth and Adult Education) modality on their

training developed at the Federal Institute of Amazonas – Campus Manaus Centro (IFAM- CMC), whose philosophical, political, and pedagogical proposal aims at Integral Human

Formation (FHI). The specific objetives consisted of: a) Establishing, from the student’s perceptions, the relationship that technical work gives to Science, Technology and Culture; b) Reflect on whether the teaching of Chemistry contributes to work and citizenship; and c) Analyze the main integration mechanisms of the EPTNM with the EJA according to the documentar and factual point of view. The research universe was composed of 10 (tem) EJA students of that course.The questionnaire and the semi-structured interview were used as a data collection instrument, in addition to bibliographic and documentar research. All the information collected was submettid to Content Analysis, which showed great interest from the subjects in the education offered by IFAM, as they considered having and excelente training for the Labor Market, in addition to preparing for entry into Higher Education. Mosto of the subjects perceived Chemistry dialoguing with elements inherent to work practice. However, mosto f this knowledge was in technical handouts and not in scientific education itself. Little has been addressed with the Science-Technology-Society-Environment (CTSA) approach. It was verified, in the subjects, the uncritical worldview of S&T, needing to transform it, through conscious and critical teaching. In view of this, the educational product developed sought to structure a proposal for a didactic sequence aimed at teaching Thermochemistry, linked to the liberating pedagogy and the CTSA approach, from generative images, according to the Freirian’s perspective.