Enfoque ciência tecnologia sociedade e ambiente para o ensino de Biologia na Educação de Jovens e Adultos

Abstract

This study intended to reflect on educational guidebook as a teaching resource based on general concepts of Environmental Education (EE), in an Environment-Science-Technology-Society perspective (ESTS). Thus, our reflections are focused on the use of these guidebooks within a teaching sequence about Pollution, and it was produced as a teaching proposal of Youth and Adult Education (YAE). As amotivation for the research, it was verified some difficulties in teaching-learning process within the Natural Sciences area, particularly in the teaching of Biology. Considering the reality of Youth and Adult Education, whose students arrives in the school without no motivation, and after an exhausting working day. Then, it is necessary to improve the teaching support resources that aim to help teachers to overcome the challenges of teaching in Youth and Adult Education, looking for a higher development of schools practices, and in order to achieve more meaningful student learning. To support our proposal, our research is based on some documents the Diretrizes Curriculares Nacionais Gerais da Educação Básica, in addition to periodicals related to the teaching of Biology, as well as the official documents that rule education in Brazil. In order to understand the guidebook use as a pedagogic resource, it was searched in some specific bibliographic production, for instance (BARBOSA, 2004; SOUZA, 2007, among others). Thus, through a descriptive and exploratory research with a qualitative approach, it was developed and applied, with (ten) public school teachers from Campina Grande - PB, a semi-structured questionnaire, elaborated from the Likert (1932) scale. According to the data that was collected, the teacher’ answers, descriptive analysis were performed which revealed the proposed teaching resources, an educational guidebook which works as a parameter to production and enforcement of other personalized guidebooks. Based on the pedagogy of question brings a meaningful contribution, once that supports with a teaching-learning process through the inquiries, reflections and everyday situations experienced, and transformed by the social and scientific knowledge acquired through learners.