O ensino de Química na educação de jovens e adultos: em foco os sujeitos da aprendizagem

Abstract

This paper intends to discuss the teaching of chemistry for Youngsters and Adults. Focusing on the learning subjects, we tried to figure out their wills, fears and expectations. For that matter, a qualitative research was made, based on the Life Stories of 10 learning subjects, evaluating a written memorial made by each one of them, as well as semistructured interviews for the analyses of the results. We considered that listening to these learning subjects makes emerge their specificities, learning time and forms of learning, also it brings up the ways they interact to the world and with the world, understanding how these subjects maintain and build themselves in the different historic periods. We used Freire, as epistemological matrix, for the comprehension of the relations among the learning subjects of how they deal with the backwards and forwards from the school environment. We identified that the limit-situations that made them quit school are related mainly to their dedication to their children, seeking for a job and for random personal reasons. Seeking for a better life style and to get a good job, these subjects return to school, as a limit-act of overcome the issues they had during their primary educational process. We were also able to verify how our learning subjects started to build their own wills, fears and expectations which will be revealed at the conclusion of their dreams and desires, as for example, being able to go to college. We observed that work is responsible for these subjects come back to school or leave it; other than that, women with partners the majority of our study universe showed that their return to school is an attempt to fight for their dignity and for better work conditions, trying to have the same opportunities than men. In this scenery the chemistry classes happen. We observed the difficulties in understanding the chemistry contents, because of its specific language, its symbols and codes. This difficulty is mostly shown in the process of comprehension of the chemical phenomenon, because the apprentices can identify them, however they cannot explain them, even after didactic exercises. The interests in chemistry reflect the aspects the learning subjects can emphasize in their daily basis activities. We believe that for a construction of a meaningful chemistry learning is necessary to consider these points, what according to Freire, would contribute for the formation of their wills, fears and expectations, and particularly in this case, in the chemistry classes. This way, we would be able to build didactic strategies which will be able to contribute for the formation of critical and conscious citizens.