Didactic strategies and their importance for the teaching-learning of science in the education of young and adults in the field

Detalhes bibliográficos
Autor(a) principal: Simões, Marta da Silva
Data de Publicação: 2023
Outros Autores: Rocha , Emerson Antônio
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Educação do Campo
Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14693
Resumo: ABSTRACT. The purpose of Youth and Adult Education (EJA) is to give everyone who is behind in school the chance to enter a public education institution. Rural Education (CE), on the other hand, is a type of education aimed at rural dwellers, whether they live in camps, settlements or simply in rural areas. The choice of appropriate strategies for teaching young people and adults and for rural education are fundamental to the successful development of the teaching-learning process. In view of this, the aim of this study was to analyze the didactic strategies most used by science teachers in the EJA and Rural Education modality, identifying whether or not these strategies help during lessons. A bibliographic survey was carried out in online databases, whose search tools were the CAPES/MEC Journal Portal and SciELO. The results showed that, in some articles, the didactic strategies used brought positive results, while in others, the strategies used did not help in the construction of knowledge. It was also observed that the strategies used in both types of education must be geared to the students' reality.
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spelling Didactic strategies and their importance for the teaching-learning of science in the education of young and adults in the fieldDidactic strategies and their importance for the teaching-learning of science in the education of young and adults in the fieldLa importancia de las estrategias didácticas en la enseñanza-aprendizaje de las ciencias en la Educación de Jóvenes y Adultos y en la Educación RuralDidactic strategies and their importance for the teaching-learning of science in the education of young and adults in the fieldA importância das estratégias didáticas no ensino-aprendizagem de Ciências na Educação de Jovens e Adultos e na Educação do CampoABSTRACT. The purpose of Youth and Adult Education (EJA) is to give everyone who is behind in school the chance to enter a public education institution. Rural Education (CE), on the other hand, is a type of education aimed at rural dwellers, whether they live in camps, settlements or simply in rural areas. The choice of appropriate strategies for teaching young people and adults and for rural education are fundamental to the successful development of the teaching-learning process. In view of this, the aim of this study was to analyze the didactic strategies most used by science teachers in the EJA and Rural Education modality, identifying whether or not these strategies help during lessons. A bibliographic survey was carried out in online databases, whose search tools were the CAPES/MEC Journal Portal and SciELO. The results showed that, in some articles, the didactic strategies used brought positive results, while in others, the strategies used did not help in the construction of knowledge. It was also observed that the strategies used in both types of education must be geared to the students' reality.ABSTRACT. The purpose of Youth and Adult Education (EJA) is to give everyone who is behind in school the chance to enter a public education institution. Rural Education (CE), on the other hand, is a type of education aimed at rural dwellers, whether they live in camps, settlements or simply in rural areas. The choice of appropriate strategies for teaching young people and adults and for rural education are fundamental to the successful development of the teaching-learning process. In view of this, the aim of this study was to analyze the didactic strategies most used by science teachers in the EJA and Rural Education modality, identifying whether or not these strategies help during lessons. A bibliographic survey was carried out in online databases, whose search tools were the CAPES/MEC Journal Portal and SciELO. The results showed that, in some articles, the didactic strategies used brought positive results, while in others, the strategies used did not help in the construction of knowledge. It was also observed that the strategies used in both types of education must be geared to the students' reality.RESUMEN. El objetivo de la Educación de Jóvenes y Adultos (EJA) es facilitar el acceso a un centro de enseñanza pública a todas las personas con retraso escolar. La Educación en el Campo (EC), por su parte, es un tipo de educación dirigida a los habitantes de las zonas rurales, ya vivan en campamentos, asentamientos o simplemente en zonas rurales. La elección de estrategias adecuadas para la enseñanza de jóvenes y adultos y para la educación rural son fundamentales para el desarrollo exitoso del proceso de enseñanza-aprendizaje. Teniendo en cuenta esto, el objetivo de este estudio fue analizar las estrategias didácticas más utilizadas por los profesores de ciencias en la modalidad de EJA y educación rural, identificando si estas estrategias ayudan o no durante las clases. Se realizó un relevamiento bibliográfico en bases de datos online, cuyas herramientas de búsqueda fueron el Portal de Revistas CAPES/MEC y SciELO. Los resultados mostraron que, en algunos artículos, las estrategias didácticas utilizadas trajeron resultados positivos, mientras que en otros, las estrategias utilizadas no ayudaron en la construcción del conocimiento. También se observó que las estrategias utilizadas en ambos tipos de enseñanza deben estar orientadas a la realidad de los alumnos.ABSTRACT. The purpose of Youth and Adult Education (EJA) is to give everyone who is behind in school the chance to enter a public education institution. Rural Education (CE), on the other hand, is a type of education aimed at rural dwellers, whether they live in camps, settlements or simply in rural areas. The choice of appropriate strategies for teaching young people and adults and for rural education are fundamental to the successful development of the teaching-learning process. In view of this, the aim of this study was to analyze the didactic strategies most used by science teachers in the EJA and Rural Education modality, identifying whether or not these strategies help during lessons. A bibliographic survey was carried out in online databases, whose search tools were the CAPES/MEC Journal Portal and SciELO. The results showed that, in some articles, the didactic strategies used brought positive results, while in others, the strategies used did not help in the construction of knowledge. It was also observed that the strategies used in both types of education must be geared to the students' reality.A Educação de Jovens e Adultos (EJA) tem a finalidade de proporcionar a todos que possuem algum atraso escolar, o ingresso em uma instituição de ensino pública. A Educação do Campo (EC), por sua vez, é uma modalidade de ensino voltada aos moradores do campo, sejam eles de acampamentos, assentamentos ou simplesmente da zona rural. A escolha de estratégias adequadas para o ensino de jovens e adultos e para a educação do campo são fundamentais ao bom desenvolvimento do processo de ensino-aprendizagem. Diante disso, este trabalho teve como objetivo analisar as estratégias didáticas mais utilizadas pelos professores (as) de Ciências na modalidade EJA e Educação do Campo, identificando se tais estratégias auxiliam ou não durante as aulas. Foi realizado um levantamento bibliográfico em bases de dados on-line, cujas ferramentas de busca foram o Portal de Periódicos CAPES/MEC e o SciELO. Como resultados identificou-se que, em alguns artigos, as estratégias didáticas utilizadas trouxeram resultados positivos, enquanto em outros, as estratégias utilizadas não auxiliaram na construção do conhecimento. Observou-se ademais, que as estratégias utilizadas em ambas as modalidades de educação, devem estar voltadas à realidade dos alunos. Palavras-chave: educação campesina, estratégias de ensino, estratégias didáticas, ensino de jovens e adultos.   Didactic strategies and their importance for the teaching-learning of science in the education of young and adults in the field ABSTRACT. The purpose of Youth and Adult Education (EJA) is to give everyone who is behind in school the chance to enter a public education institution. Rural Education (CE), on the other hand, is a type of education aimed at rural dwellers, whether they live in camps, settlements or simply in rural areas. The choice of appropriate strategies for teaching young people and adults and for rural education are fundamental to the successful development of the teaching-learning process. In view of this, the aim of this study was to analyze the didactic strategies most used by science teachers in the EJA and Rural Education modality, identifying whether or not these strategies help during lessons. A bibliographic survey was carried out in online databases, whose search tools were the CAPES/MEC Journal Portal and SciELO. The results showed that, in some articles, the didactic strategies used brought positive results, while in others, the strategies used did not help in the construction of knowledge. It was also observed that the strategies used in both types of education must be geared to the students' reality. Keywords: rural education, teaching approaches, didactic approaches, young and adults teaching.   La importancia de las estrategias didácticas en la enseñanza-aprendizaje de las ciencias en la Educación de Jóvenes y Adultos y en la Educación Rural RESUMEN. El objetivo de la Educación de Jóvenes y Adultos (EJA) es facilitar el acceso a un centro de enseñanza pública a todas las personas con retraso escolar. La Educación en el Campo (EC), por su parte, es un tipo de educación dirigida a los habitantes de las zonas rurales, ya vivan en campamentos, asentamientos o simplemente en zonas rurales. La elección de estrategias adecuadas para la enseñanza de jóvenes y adultos y para la educación rural son fundamentales para el desarrollo exitoso del proceso de enseñanza-aprendizaje. Teniendo en cuenta esto, el objetivo de este estudio fue analizar las estrategias didácticas más utilizadas por los profesores de ciencias en la modalidad de EJA y educación rural, identificando si estas estrategias ayudan o no durante las clases. Se realizó un relevamiento bibliográfico en bases de datos online, cuyas herramientas de búsqueda fueron el Portal de Revistas CAPES/MEC y SciELO. Los resultados mostraron que, en algunos artículos, las estrategias didácticas utilizadas trajeron resultados positivos, mientras que en otros, las estrategias utilizadas no ayudaron en la construcción del conocimiento. También se observó que las estrategias utilizadas en ambos tipos de enseñanza deben estar orientadas a la realidad de los alumnos. Palabras-clave: educación campesina, estrategias de enseñanza, estrategias didácticas, educación de jóvenes y adultos. Palavras-chave: Educação campesina. Estratégias de Ensino. Estratégias didáticas. Ensino de Jovens e Adultos.Universidade Federal do Tocantins2023-10-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/1469310.20873/uft.rbec.e14693Brazilian Journal of Rural Education; Bd. 8 (2023): Publicação Contínua / Continuous Publication; e14693Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e14693Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e14693Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e14693Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e146932525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14693/21674https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14693/21675Copyright (c) 2023 Marta da Silva Simões, Emerson Antônio Rocha de Lucenahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSimões, Marta da SilvaRocha , Emerson Antônio2024-03-25T18:08:03Zoai:ojs.revista.uft.edu.br:article/14693Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2024-03-25T18:08:03Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Didactic strategies and their importance for the teaching-learning of science in the education of young and adults in the field
Didactic strategies and their importance for the teaching-learning of science in the education of young and adults in the field
La importancia de las estrategias didácticas en la enseñanza-aprendizaje de las ciencias en la Educación de Jóvenes y Adultos y en la Educación Rural
Didactic strategies and their importance for the teaching-learning of science in the education of young and adults in the field
A importância das estratégias didáticas no ensino-aprendizagem de Ciências na Educação de Jovens e Adultos e na Educação do Campo
title Didactic strategies and their importance for the teaching-learning of science in the education of young and adults in the field
spellingShingle Didactic strategies and their importance for the teaching-learning of science in the education of young and adults in the field
Simões, Marta da Silva
title_short Didactic strategies and their importance for the teaching-learning of science in the education of young and adults in the field
title_full Didactic strategies and their importance for the teaching-learning of science in the education of young and adults in the field
title_fullStr Didactic strategies and their importance for the teaching-learning of science in the education of young and adults in the field
title_full_unstemmed Didactic strategies and their importance for the teaching-learning of science in the education of young and adults in the field
title_sort Didactic strategies and their importance for the teaching-learning of science in the education of young and adults in the field
author Simões, Marta da Silva
author_facet Simões, Marta da Silva
Rocha , Emerson Antônio
author_role author
author2 Rocha , Emerson Antônio
author2_role author
dc.contributor.author.fl_str_mv Simões, Marta da Silva
Rocha , Emerson Antônio
description ABSTRACT. The purpose of Youth and Adult Education (EJA) is to give everyone who is behind in school the chance to enter a public education institution. Rural Education (CE), on the other hand, is a type of education aimed at rural dwellers, whether they live in camps, settlements or simply in rural areas. The choice of appropriate strategies for teaching young people and adults and for rural education are fundamental to the successful development of the teaching-learning process. In view of this, the aim of this study was to analyze the didactic strategies most used by science teachers in the EJA and Rural Education modality, identifying whether or not these strategies help during lessons. A bibliographic survey was carried out in online databases, whose search tools were the CAPES/MEC Journal Portal and SciELO. The results showed that, in some articles, the didactic strategies used brought positive results, while in others, the strategies used did not help in the construction of knowledge. It was also observed that the strategies used in both types of education must be geared to the students' reality.
publishDate 2023
dc.date.none.fl_str_mv 2023-10-21
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url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14693
identifier_str_mv 10.20873/uft.rbec.e14693
dc.language.iso.fl_str_mv por
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dc.rights.driver.fl_str_mv Copyright (c) 2023 Marta da Silva Simões, Emerson Antônio Rocha de Lucena
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Marta da Silva Simões, Emerson Antônio Rocha de Lucena
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Universidade Federal do Tocantins
publisher.none.fl_str_mv Universidade Federal do Tocantins
dc.source.none.fl_str_mv Brazilian Journal of Rural Education; Bd. 8 (2023): Publicação Contínua / Continuous Publication; e14693
Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e14693
Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e14693
Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e14693
Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e14693
2525-4863
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instname:Universidade Federal do Tocantins (UFT)
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instname_str Universidade Federal do Tocantins (UFT)
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reponame_str Revista Brasileira de Educação do Campo
collection Revista Brasileira de Educação do Campo
repository.name.fl_str_mv Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)
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