Formação de professores e alfabetização científica na educação de jovens, adultos e idosos

Abstract

This study aimed to investigate how a continuing education proposal in a collaborative context contributes to (re)meaning teaching in EJAI in relation to scientific literacy. To do so, it was based on the assumptions of the qualitative approach and collaborative research. The research site was a School of the Municipal Education Network of Belém/PA, which had as collaborators three teachers who teach science in the Education of Young People, Adults and Elderly (EJAI), in the 1st and 2nd totality, in the first years of Basic Education. The continuing education proposal was systematized in three phases: through focus groups, reflective study cycles, and reflection sessions. To build the research corpus, we used a questionnaire, field diary, written record, and audio record that was later transcribed. The methodology of analysis was Textual Discursive Analysis. After successive readings and analyses of field texts, the following analytical categories emerged: i) Teacher training for scientific literacy in EJAI: a perspective of emancipation and autonomy, ii) The (re)signification of the practice of science teaching in EJAI. It is understood that in the scope of conti nuous training in a collaborative context, the teachers were able to experience another training experience and, with that, reflect on important aspects of their training and teaching of sciences, thought from the reality of EJAI, which allowed to put into perspective a scientific literacy process that aims to promote autonomy and emancipation of the subjects, (re)signifying the teaching and production of knowledge about the modality. Allied with the results is the construction of an educational didactic product, entitled "Scientific Literacy in Youth, Adult and Elderly Education - The continuous training of teachers in a collaborative context", which will be made available in e-book format.