O ensino de Biologia na educação de jovens, adultos e idosos - EJA(i): do currículo prescrito ao currículo em ação

Abstract

The Youth, Adult and Elderly Education (know in Brazil by the Portuguese acronym, EJA(I)), it is a modality of Basic Education, for those who did not have access or were unable to continue their studies at the age considered regular and that present in their history social exclusion, caused by unemployment, low wages and precarious living conditions, conditions reinforced by the problem of illiteracy. In addition to these perceptions, it is important to highlight that over the years, the diversity of EJA(I)'s audience has been expanding, and this modality, which was mostly made up of adults, began to jointly serve the elderly and an increasingly younger public. Given this context, this study sought to analyze the EJA(I) curricular proposal for the teaching of Biology in State School Units in the city of Cruz das Almas-BA, Mangabeira-BA and Sapeaçu-BA. For this purpose, the qualitative approach, with a descriptive and exploratory nature, was assumed as the most adequate lens to understand the object of study, using document analysis and questionnaires as data collection instruments, applied to four professors who teach the discipline of Biology in EJA(I) classes in the 3rd formative time (High School) in the previously mentioned municipalities of Bahia’s recôncavo. The Data interpretation was based on categorical analysis, supported by the theoretical framework. The research results indicated that the national circular guidelines (know in Brazil by the Portuguese acronym, DCNs) for EJA do not present any curricular proposal for the Teaching of Biology in EJA(I), while the EJA(I) Policy of the State of Bahia presents a curricular organizer for this discipline. Regarding the organization of the contents, they are organized by areas of knowledge to reinforce the idea that teaching should take place in an interdisciplinary way and the offers of Teaching through Thematic Axes and Generating Themes, in order to promote dialogue between the students' life stories and work. It was unanimous that the contents selected by the teachers meet the particularities of EJA(I) students. Regarding the implementation of the curriculum, it was found that even teachers not fully following the curriculum prescribed in their practices, they meet some of its main requirements, even if unintentionally. Finally, it is inferred that the worked knowledge in EJA(I) must align with the lives of these students, and both the curricular documents and the educators must adapt to their specificities.