O discurso didático das Ciências Naturais na modalidade de ensino de jovens e adultos: um estudo de caso na cidade de Foz do Iguaçu-PR

Abstract

In 2009, Resolution No. 51 promulgated the National Textbook Program for Youth and Adult Education. From that date, the textbook was distributed to all the Youth and Adult Education Centers (EJAs) in the country, seeking, as its main objective, the eradication of illiteracy. But the usefulness and effectiveness of the textbook deserves to be discussed for several reasons, mainly because of its sometimes confusing and outdated discourse, because the Program is triennial. It is in this context that we present a research about the didactic book of Sciences and its discourse (elementary school level) used in the Education of Young and Adults (EJA), addressing the perceptions of students of this modality referring to this didactic discourse. Analyzing the perceptions of these students serves to eliminate possible misunderstandings and motivate them to acquire basic scientific knowledge that helps them to improve their quality of life, as well as acquiring critical awareness, reflexive and investigative posture, discovering themselves as dependent members and transforming agents of the environment in which they are inserted. It is also important to consider that the lack of understanding of scientific-technological information can compromise citizenship itself, leaving individuals at the mercy of the market, the media and popular beliefs. As a methodology, the interviewees' speeches about subjects contained in the textbook of the Natural Sciences were analyzed. The accomplishment of this research (case study with qualitative approach) was produced with students of the EJA in a class of Sciences that frequented the nocturnal period of the CEEBJA - Prof. Orides Balotin Guerra - from Foz do Iguaçu - PR. The techniques of data collection were questionnaires and press conference recorded in audio and video. The data were analyzed using the Content Analysis methodology proposed by Bardin (2011). The field research allowed us to glimpse that the students interviewed had a previously acquired scientific knowledge base and that, through the dialogue that emerged at the collective interview, they were able to participate by presenting their points of view and the scientific and technological concepts - according to the three dimensions proposed by Rocha (2012): knowledge, attitude and interest. These dimensions enable them to contribute to today's society and the conservation of the environment, important aspects of our time. In general, students perceive the textbook as a support that assists in the process of teaching and learning, however emphasize that the discursive understanding is only effective with mediation and help of the teacher. The school participating in the research will receive information on the indicators of discursive perception of those involved in the research, allowing the teachers of this discipline to plan didactic-pedagogical interventions in classrooms. It is hoped that with our research, the scientific discourse will be closer to the level of perception of the students of the EJA modality and will allow them to use this scientific knowledge for their daily life, understanding that it is part of an interdisciplinary content necessary for the present day.