Configurações curriculares mediante o enfoque CTS: desafios a serem enfrentados na educação de jovens e adultos

Abstract

Neste trabalho, são analisados desafios a serem enfrentados no âmbito de intervenções curriculares que buscam enfocar interações entre Ciência-Tecnologia-Sociedade (CTS), mediante a abordagem de temáticas contemporâneas, marcadas pela componente científico-tecnológica. Tais encaminhamentos estão balizados por uma aproximação entre pressupostos do educador brasileiro Freire (1987) e referenciais ligados ao denominado movimento CTS. No âmbito destas intervenções situa-se o problema investigado: Quais os possíveis desafios a serem enfrentados/investigados quando se buscam configurações curriculares que contemplem o enfoque CTS por meio da abordagem de problemas de relevância social junto à Educação de Jovens e Adultos (EJA)? Os objetivos da pesquisa são: identificar e discutir posicionamentos de professores da EJA quanto à utilização de temas/problemas de relevância social em suas aulas, e identificar e discutir estrangulamentos a serem enfrentados nas instituições escolares. Esta pesquisa é de cunho qualitativo e os instrumentos utilizados foram: registros escritos, sob a forma de diários; questionário e entrevista. Como síntese dos resultados da investigação, foram definidas quatro categorias, as quais constituem desafios a serem enfrentados: a) superação do reducionismo metodológico, ou seja, ao professor atribui-se o papel de "vencer programas"; b) o trabalho interdisciplinar; c) suposta resistência dos alunos à abordagem temática, e d) desenvolvimento de temas polêmicos que envolvem conflitos/contradições locais. No presente trabalho, são discutidas as categorias "a" e "d".

Emergence of Reading and Writing in Illiterate Adults After Matching-to-Sample Tasks

“…This is the most basic of the components of competent reading, without which a person cannot read; however, in isolation, it does not address the goals of true reading competence with comprehension (Adams, 1998), nor literacy competence, as recommended by the literature of the area, briefly discussed in this text. The literature considers that youth and adult literacy should not only include content instruction, but also provide the possibility for learners to achieve autonomy through the appropriation of reading and writing, i.e., that through reading and writing they reveal themselves as subjects able to interpret the facts of the world (Andrade et al, 2009;Arroyo, 2007;Friedrich et al, 2010;Muenchen & Auler, 2007;Ribeiro, 2006;Soares, 2008;Strelhow, 2010). Despite this limitation, it is hoped that the paper will contribute to the understanding of the basic acquisition process of this important requirement for the progress of the novice reader and, more broadly, that this contribution can favor the learning of these individuals in their daily contexts.…”

“…Three points are recurrently discussed in the Education literature (Andrade, Esteves, & Oliveira, 2009;Arroyo, 2007;Friedrich, Benite, Benite, & Pereira, 2010;Muenchen & Auler, 2007;Ribeiro, 2006;Soares, 2008;Strelhow, 2010): (a) the need for the curricula and teacher-student communication not to be fragmented and the experiences of the students throughout their lives to be incorporated into the courses, (b) the access and dropout rates of the current youth and adult literacy programs, and (c) insufficient results, especially regarding the acquisition of reading with comprehension and cursive writing.…”

“…Regarding the first point, Muenchen and Auler (2007) and Oliveira (2007) commented that it is common that teaching and the communication between young people and their teachers are restricted to the formal content of the curricula. According to these authors, the teachers seek to explain the contents to the students, usually starting from their own point of view, without taking into consideration that youth and adults have had life histories and experiences prior to returning to the school.…”

“…Regarding dropout rates, this author showed that less than 30% of the students who go back to school after the age of 15 do complete their courses. Muenchen and Auler (2007) consider that these dropout rates may be related to several factors such as: use of incorrect material for the age group (Amparo, 2012;Oliveira, 2007), content with little connection to the everyday life of the students (Oliveira, 2007), teachers unprepared to work with this population (Soares, 2008), and even class schedules that do not conform to the possibilities of the people who work and study at the same time.…”

Educação CTS e Educação Ambiental: ações na formação de professores

“…Como entraves associados à sua efetiva implementação na educação brasileira são destacados, dentre outros aspectos, a formação dos professores e o currículo escolar (MUENCHEN, 2006;FORGIARINI, 2007;HUNSCHE, 2010;SILVA, 2010).…”