Banca de DEFESA: FRANCISCA DENILCA DOS SANTOS NARCISO SALVADOR

CONCEPTUAL TRAINING OF YOUTH AND ADULT EDUCATION STUDENTS - EJA FROM EXPERIMENTATION IN 

CHEMISTRY CLASSES

: Experimentation, Investigative Teaching Sequence and Youth and Adult Education – EJA.

Youth and Adult Education - EJA is a teaching modality that requires attention and specific studies. It is necessary to have a different perspective, so that the educational intentionality is focused on social practice, seeking knowledge that would be the condition for possible social transformation through education. When it comes to knowledge focused on science, the subject of chemistry is associated with difficult content; however, it is observed that the lack of contextualization with everyday life and the lack of practical classes hinder cognitive development, conceptual learning and theoretical-practical training in these areas. The objective of this research was to evaluate the knowledge acquired by students in the 1st year of EJA from a public school in the interior of the state of Rondonia, through experimentation in the teaching of chemistry using the Investigative Teaching Sequence methodology. The selected class was the 1st year of high school in EJA, and the objects of knowledge worked on in the classroom were: Density, Mixtures and Oxidation-reduction reactions by the electroflocculation process. Five classes were held for each topic, in which students developed possible hypotheses to solve each problem presented, identifying prior knowledge and subsequently evaluating the knowledge obtained by making connections with scientific concepts. The results demonstrated that the use of the Investigative Teaching Sequence in experimentation in chemistry classes was significant in the evolution of the averages before and after the SEI (p-value < 0.05), as shown by the Student's T test for samples with repeated measures and the Wilcoxon test for samples with non-parametric repeated measures. With the experimental classes, students showed greater interest in the classes and were able to develop hypotheses according to the experiments carried out, since the classes are focused on developing the students' protagonism in the teaching and learning process.