Delineamento de ações educativas para o ensino de física na educação de jovens e adultos

Abstract

This paper presents both an overview of adult education and teaching of Science / Physics as well as it investigates possibilities for the design of appropriated educational activities for teaching physics to this modality. The research relied on the empirical experience of educational activities carried out in the field as an analytical tool. Theoretically it is referenced to the sociocultural and interactional approach of education based on Freire and Vygotsky, having explored the Scientific Literacy as a possibility of teaching organization. The universe of research involved students and teachers of a Proeja course at a Federal Institute, and the methodological guidance was the intervention-research with a collaborative approach. In this sense, observation and participant observation were the main data collection instruments. We proceeded to the educational activities in the field, organized in four steps: monitoring; preparation of the mediation; conducting mediation; interviews. The results confirmed the decision to base activities on dialogue and mediation, emphasizing the word and sensitive listening. The main directives identified by the survey were the following: transference of the focus from the content to the student, guided by the socio-cultural approach; the demand for mediation tools that effectively dialogue with the subjects of the modality; the potential of experimental practices and teaching materials; the appropriation of a conceptual approach to the teaching of science / physics; the need to restructure the evaluation systems; the relation of educational planning processes with the subjects' own timing. The development and results of the research provide theoretical and practical basis for the production of teaching material and experimental practices for the development of educational activities and teacher training processes.