Ensino de ciências na educação de jovens e adultos (EJA): uma realidade nas etapas IV e V das escolas da zona urbana do município de Campo Maior (PI)

Abstract

We investigated the teaching of Science in Youth and Adult Education (EJA), focusing on stages IV and V of urban schools in the city of Campo Maior (PI). A mixed approach was adopted, combining semi-structured interviews with teachers and content analysis of data to identify thematic categories in the teachers' statements. EJA is an instrument of social inclusion, given its historical context in Brazil, and the teaching of Science plays a fundamental role in the citizenship formation and critical development of students. The trajectory of EJA is marked by significant advances influenced by the context of each era and setbacks driven by social, political and educational transformations. Although research on Youth and Adult Education has gained recognition, there is still room for improvement, which can be obtained from analyses of the application of this form of education in schools. Considering this context, the results of this research showed that most teachers are committed to adapting their pedagogical practices; however, many face limitations due to the lack of specific training for EJA. The analysis also showed that irregular student attendance and diverse learning levels are the main challenges, while the scarcity of pedagogical resources and inadequate textbooks increase the difficulties. Despite this, strategies such as contextualizing content and using active methodologies have been mentioned as effective alternatives. It was also found that teaching practice often depends on the experience and individual efforts of teachers to overcome structural gaps and offer inclusive and meaningful teaching. Despite the progress, greater investment is still needed in continuing education for teachers and school administrators and in effective public policies that truly value EJA not only as a compensatory policy, but also by promoting adequate conditions for teaching. We emphasize that EJA, as a strategic educational modality, requires special attention to overcome historical challenges and promote a more equitable educational system. Strengthening science teaching in EJA is essential for the comprehensive education of students and their full integration into society.