EDUCAÇÃO DE JOVES E ADULTOS: UMA PROPOSTA DE SEQUÊNCIA DIDÁTICA BASEADA NA ABORDAGEM DAS METODOLOGIAS DE APRENDIZAGEM

Abstract

Chemistry is seen in Youth and Adult Education (EJA) as a complex and difficult to learn discipline. In addition, the little diversification in the types of classes and teaching and learning proposals make Access to knowledge even more difficult for this target audience. In order to contextualize and provide EJA students in the region of Itumbiara-GO moments of interaction and approximation of the Chemistry content aimedat the production of Sugar and Alcohol, this work had as main objective to present a class proposal based on the Methodology conception Active with the “Station rotation” technique. For the proposal we present eight steps for the conducting teacher to organize and apply the didactic sequence resulting from this study. The lesson proposal was presented based on a Learning Guide to be used with students and a lesson plan to be used by the teacher. The main focus of the product is to use four learning stations, which require theoretical study and practical approach to concepts in the Chemistry discipline. Thus, we suggest with this study that the students' evaluation happens during the activities and based on the elaborated videos and on the interaction between the students. Thus, students' creativity should be valued when presenting the learning of concepts from various formats of activities performed by students, including vídeo production, artistic presentation if students present this type of skill, playful and practical activity, among others. The final intention of this study is to collaborate with the learning based on the autonomy for the division of tasks during the activities in each season, meeting the requirement of the Active Methodologies that demand from the student na active participation in the learning that is mediated by the teacher. Finally, the proposal can be reproduced by Chemistry teachers Who work at EJA, according to the steps presented, and can be readjusted and encouraging new proposals according to the school context of each location.