Chemistry in EJA modality and it in 'Regular' Secondary School
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/22596 |
Resumo: | This paper aims to make a comparative analysis between Regular High School (EMR) and Youth and Adult Education (EJA, in Portuguese), in the context of a State public education institution in the State of Goiás. 3rd series of EJA. In this sense, we seek to understand whether the approach in teaching chemistry to EJA promotes significant learning when compared to EMR. As proposed methodology, qualitative, exploratory, documentary and bibliographic research was used. As for the procedures, we analyzed the Reference Curriculum for teaching chemistry in both modalities, as well as the development and application of questionnaires for teachers and students, as well as semi-structured interviews with teachers and pedagogical coordinators of both modalities. We infer, from this research, that EJA students, in the context in which we developed this research, have a greater conceptual gap when compared to EMR students. Thus, we believe that the adoption of pedagogical practices that take into account the particularities existing in EJA is a sine qua non condition. However, in both modalities, there is a need to resume the discussion about the purposes of teaching Chemistry, since this, as it has been addressed, has distanced students from the real understanding and objective of Chemistry in secondary school. |
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Chemistry in EJA modality and it in 'Regular' Secondary SchoolQuímica en la modalidad EJA y en el Escuela Secundaria 'Regular'A Química na modalidade EJA e no Ensino Médio ‘Regular’Youth and Adult EducationRegular Secondary SchoolChemistry teaching.Educación de Jóvenes y AdultosEscuela Secundaria RegularEnseñanza de la química.Educação de Jovens e AdultosEnsino MédioEnsino de química.This paper aims to make a comparative analysis between Regular High School (EMR) and Youth and Adult Education (EJA, in Portuguese), in the context of a State public education institution in the State of Goiás. 3rd series of EJA. In this sense, we seek to understand whether the approach in teaching chemistry to EJA promotes significant learning when compared to EMR. As proposed methodology, qualitative, exploratory, documentary and bibliographic research was used. As for the procedures, we analyzed the Reference Curriculum for teaching chemistry in both modalities, as well as the development and application of questionnaires for teachers and students, as well as semi-structured interviews with teachers and pedagogical coordinators of both modalities. We infer, from this research, that EJA students, in the context in which we developed this research, have a greater conceptual gap when compared to EMR students. Thus, we believe that the adoption of pedagogical practices that take into account the particularities existing in EJA is a sine qua non condition. However, in both modalities, there is a need to resume the discussion about the purposes of teaching Chemistry, since this, as it has been addressed, has distanced students from the real understanding and objective of Chemistry in secondary school.Este trabajo tiene como objetivo realizar un análisis comparativo entre la Educación Secundaria Regular (EMR) y la Educación de Jóvenes y Adultos (EJA), en el contexto de una institución de educación pública estatal en el Estado de Goiás.Tercera serie de EJA. En este sentido, buscamos comprender si el enfoque en la enseñanza de la química a EJA promueve un aprendizaje significativo en comparación con EMR. Como metodología propuesta se utilizó la investigación cualitativa, exploratoria, documental y bibliográfica. En cuanto a los procedimientos, se analizó el Currículo de Referencia para la enseñanza de la química en ambas modalidades, así como la elaboración y aplicación de cuestionarios para docentes y alumnos, así como entrevistas semiestructuradas con docentes y coordinadores pedagógicos de ambas modalidades. De esta investigación inferimos que los estudiantes de EJA, en el contexto en el que desarrollamos esta investigación, tienen una brecha conceptual mayor en comparación con los estudiantes de EMR. Así, creemos que la adopción de prácticas pedagógicas que tengan en cuenta las particularidades existentes en EJA es una condición sine qua non. Sin embargo, en ambas modalidades, existe la necesidad de retomar la discusión sobre los propósitos de la enseñanza de la Química, ya que esta, como se ha abordado, ha alejado a los estudiantes de la comprensión y el objetivo real de la Química en la escuela primaria.Este trabalho tem como objetivo, fazer uma análise comparativa entre o Ensino Médio Regular (EMR) e a Educação de Jovens e Adultos (EJA), no contexto de uma Instituição de ensino público Estadual no Estado de Goiás. O estudo contempla, principalmente, as 3ª séries da EJA. Nesse sentido, buscamos compreender se a abordagem no ensino de química para a EJA promove uma aprendizagem significativa quando comparada ao EMR. Como metodologia proposta, foi utilizada a pesquisa qualitativa, exploratória, documental e bibliográfica. Quanto aos procedimentos, realizamos a análise dos Currículos de Referência para o ensino de química em ambas as modalidades, bem como o desenvolvimento e a aplicação de questionários para docentes e estudantes, assim como entrevistas de natureza semiestruturadas com docentes e coordenadores pedagógicos das duas modalidades. Depreendemos, a partir desta pesquisa, que os estudantes da EJA, no contexto em que desenvolvemos esta pesquisa, possuem maior defasagem conceitual quando comparado aos estudantes do EMR. Assim, acreditamos ser condição sine qua nom a adoção de práticas pedagógicas que levem em consideração as particularidades existentes na EJA. Contudo, nas duas modalidades, há necessidade de retomar a discussão sobre as finalidades do ensino de Química, uma vez que esse, da forma que tem sido abordado, tem distanciado os estudantes da real compreensão e objetivo da Química na escola de educação básica.Research, Society and Development2021-11-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2259610.33448/rsd-v10i15.22596Research, Society and Development; Vol. 10 No. 15; e69101522596Research, Society and Development; Vol. 10 Núm. 15; e69101522596Research, Society and Development; v. 10 n. 15; e691015225962525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/22596/19977Copyright (c) 2021 Ivna Di’ Moura Oliveira Rodrigues; Elisabete Alerico Gonçalves; Paulo Vitor Teodorohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRodrigues, Ivna Di’ Moura Oliveira Gonçalves, Elisabete Alerico Teodoro, Paulo Vitor2021-12-06T10:13:53Zoai:ojs.pkp.sfu.ca:article/22596Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:41:43.298149Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Chemistry in EJA modality and it in 'Regular' Secondary School Química en la modalidad EJA y en el Escuela Secundaria 'Regular' A Química na modalidade EJA e no Ensino Médio ‘Regular’ |
title |
Chemistry in EJA modality and it in 'Regular' Secondary School |
spellingShingle |
Chemistry in EJA modality and it in 'Regular' Secondary School Rodrigues, Ivna Di’ Moura Oliveira Youth and Adult Education Regular Secondary School Chemistry teaching. Educación de Jóvenes y Adultos Escuela Secundaria Regular Enseñanza de la química. Educação de Jovens e Adultos Ensino Médio Ensino de química. |
title_short |
Chemistry in EJA modality and it in 'Regular' Secondary School |
title_full |
Chemistry in EJA modality and it in 'Regular' Secondary School |
title_fullStr |
Chemistry in EJA modality and it in 'Regular' Secondary School |
title_full_unstemmed |
Chemistry in EJA modality and it in 'Regular' Secondary School |
title_sort |
Chemistry in EJA modality and it in 'Regular' Secondary School |
author |
Rodrigues, Ivna Di’ Moura Oliveira |
author_facet |
Rodrigues, Ivna Di’ Moura Oliveira Gonçalves, Elisabete Alerico Teodoro, Paulo Vitor |
author_role |
author |
author2 |
Gonçalves, Elisabete Alerico Teodoro, Paulo Vitor |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Rodrigues, Ivna Di’ Moura Oliveira Gonçalves, Elisabete Alerico Teodoro, Paulo Vitor |
dc.subject.por.fl_str_mv |
Youth and Adult Education Regular Secondary School Chemistry teaching. Educación de Jóvenes y Adultos Escuela Secundaria Regular Enseñanza de la química. Educação de Jovens e Adultos Ensino Médio Ensino de química. |
topic |
Youth and Adult Education Regular Secondary School Chemistry teaching. Educación de Jóvenes y Adultos Escuela Secundaria Regular Enseñanza de la química. Educação de Jovens e Adultos Ensino Médio Ensino de química. |
description |
This paper aims to make a comparative analysis between Regular High School (EMR) and Youth and Adult Education (EJA, in Portuguese), in the context of a State public education institution in the State of Goiás. 3rd series of EJA. In this sense, we seek to understand whether the approach in teaching chemistry to EJA promotes significant learning when compared to EMR. As proposed methodology, qualitative, exploratory, documentary and bibliographic research was used. As for the procedures, we analyzed the Reference Curriculum for teaching chemistry in both modalities, as well as the development and application of questionnaires for teachers and students, as well as semi-structured interviews with teachers and pedagogical coordinators of both modalities. We infer, from this research, that EJA students, in the context in which we developed this research, have a greater conceptual gap when compared to EMR students. Thus, we believe that the adoption of pedagogical practices that take into account the particularities existing in EJA is a sine qua non condition. However, in both modalities, there is a need to resume the discussion about the purposes of teaching Chemistry, since this, as it has been addressed, has distanced students from the real understanding and objective of Chemistry in secondary school. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-11-16 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/22596 10.33448/rsd-v10i15.22596 |
url |
https://rsdjournal.org/index.php/rsd/article/view/22596 |
identifier_str_mv |
10.33448/rsd-v10i15.22596 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/22596/19977 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 10 No. 15; e69101522596 Research, Society and Development; Vol. 10 Núm. 15; e69101522596 Research, Society and Development; v. 10 n. 15; e69101522596 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052819432275968 |