A experiência de aprender quimíca na EJA: vozes dos estudantes

Abstract

Outcomes of research in the field of education have highlighted the main challenges facing the Chemistry teaching subject. For students from the Young and Adult Education (EJA) program, these challenges become even more clear, requiring greater support from teachers, as most of these students work during the day and seek better living conditions through education at night. This type of education demands approaches beyond traditional methodologies that prioritize a contextualized teaching-learning process. Therefore, this study aimed to analyze the learning experiences of EJA students in the Chemistry subject. The research was conducted in a public school located in the city of Areia, Paraíba. Two questionnaires with semi-open questions were used for the study, comprising 21 questions in both multiple-choice and essay formats. Two sections were assessed: the socioeconomic profile of the students and their perceptions in the Chemistry classes. The results revealed a clear demand for the implementation of active methodologies and alternative approaches that promote meaningful learning of Chemistry in EJA. This underscores the need to prioritize the reality of the students, their needs, and learning capacities. Therefore, it is essential for Chemistry teaching in EJA to continue evolving, exploring new ways to engage and adapt to the needs of these students.