Uma proposta dialógica para o ensino de tópicos de astronomia na Educação de Jovens e Adultos em educação remota

Abstract

Youth and Adult Education (EJA) as discontinuous trajectories in school, has its own rhythm in the teaching and learning process, as individuals belonging to this educational modality come from popular strata of society that routinely are victims of social inequality and the State's lack of commitment to public policies that enable the inclusion of these people. EJA's school time is a time for rescuing rights that are not properly provided by the Public Power. In this sense, a teaching and learning process that guarantees the permanence and academic success of this Youth and Adult in the school environment will need to consider the universe of their popular knowledge as well as their learning needs. The voices of EJA subjects carry in their discourse the yearnings, desires and hopes of a time of lost and/or withdrawn rights and the prerogative of an engaging and critical teaching and learning process will only become possible in the establishment of a dialogical dynamics and permanent listening. Using the contributions of Paulo Freire's thought to the promotion of a liberating education and the Brazilian Project for the teaching of Physics, in this research we aim to identify and analyze the thematic universe of students in a group of Youth and Adult Education to start from of dialogue in remote education, develop a didactic proposal for teaching Astronomy topics at EJA. In this proposal, the syllabus will be built in dialogue with the students, in a horizontal communication to, with them, investigate and problematize the reality in which they live, selecting and defining which topics should be addressed through the construction of thematic universes about Astronomy. The research is qualitative in nature with an approach that approaches participatory research of the pedagogical type in which the educator, committed to dialogue and listening around what to teach and learn, assumes the task of the humanistic educational act and the reflection around it. from the experience of the young and adult subject of EJA and also from his own. In this way, it is expected that the learning needs will enrich the dynamics of problematization/investigation/elucidation of reality, allowing the construction of problem-situations that are solved during classes and that the collective construction of the program content combined with a dialogic methodology, culminate in the elaboration of a didactic proposal containing actions and strategies that enable other teachers to follow a similar path.