DESAFIOS NA FORMAÇÃO DOCENTE PARA O ENSINO DE QUÍMICA NA EJA: ENTRE LIMITES E POSSIBILIDADES

Abstract

This study aims to investigate the main challenges faced in the training of Chemistry teachers for Youth and Adult Education (EJA) and to compare them with the difficulties observed in teaching Chemistry in regular schools. The research adopts a mixed methodological approach, combining qualitative and quantitative analysis. A literature review was conducted on the Open Knowledge Maps platform using descriptors such as “Teacher Training,” “Chemistry Teaching in EJA,” and “EJA Challenges,” focusing on articles published in the last 10 years. The selection of articles followed criteria of relevance and methodological consistency, prioritizing studies that presented clear analyses of the specificities of Chemistry teaching in EJA. The analysis revealed that teacher training for EJA is, in most cases, insufficient to meet the needs of this audience, due to the absence of specific training and the lack of adequate pedagogical resources. Additionally, it was observed that EJA teachers often have more generalist training, which hinders the adaptation of innovative and contextualized methodologies for this setting. The results point to the need for continued and specific training for EJA, which should include not only Chemistry content but also pedagogical approaches adapted to the characteristics of adult learners. The study suggests the implementation of active and interdisciplinary methodologies, as well as the development of contextualized teaching materials, as solutions to overcome the identified difficulties. It concludes that the qualification of teachers and the strengthening of educational policies aimed at EJA are essential to ensure more effective, accessible, and relevant Chemistry teaching, contributing to the improvement of educational quality in this mode of education.