Ensino de Ciências na Educação de Jovens e Adultos: reflexões a partir dos documentos oficiais da educação brasileira

Abstract

The objective of this study was to analyze what official education documents recommend for science teaching in adult and youth education, considering its importance in the critical and social development of individuals. Through document analysis and a literature review, we investigated the National Education Guidelines and Framework Law (LDBEN – Law No. 9,394/1996), the National Curriculum Parameters for EJA (PCN-EJA, 1998), the National Curriculum Guidelines for EJA (DCNs-EJA, 2006; 2010), and Opinion CNE/CEB No. 10/2001 were investigated. The research showed that all the documents analyzed emphasize the contextualization of science teaching, the valorization of prior knowledge, interdisciplinarity, the development of competencies and skills, as well as formative and continuous assessment. The importance of specific teacher training and the need to adapt pedagogical practices to the characteristics and life experiences of the adult audience were also highlighted.

Despite regulatory convergence, operational gaps were identified, especially in the National Curriculum Guidelines for Adult Education (2006; 2010) and in Opinion CNE/CEB No. 10/2001, which, although they provide general guidelines on the pedagogical organization of the modality, do not detail specific methodologies, teaching resources, and strategies for continuing teacher training. The study concludes that science education in EJA plays a fundamental role in the comprehensive training of students, promoting scientific literacy, autonomy, critical thinking, and citizenship. However, its effectiveness depends on consistent public policies, investment in continuing education, the production of contextualized materials, and improvement of school infrastructure. Finally, the research contributes to the understanding of the importance of science education in EJA and points to avenues for future research that integrate theory and practice, considering the perspectives of teachers and students.