O estágio na Educação de Jovens e Adultos para a formação de uma futura docente de Ciências e Biologia

Abstract

The present work reports experiences lived during the Supervised Internship in Middle School, in the modality of Youth and Adult Education (EJA). EJA encompasses a diverse audience, including individuals who did not complete their studies at the appropriate age, students who need to work during the day, among other reasons, and therefore have specific demands. The objective of this study was to reflect on how this teaching practice in EJA contributed to my formation as a future teacher of Science and Biology. The methodology adopted was a self-biographical narrative research, in which I contextualized my experiences in the EJA modality and reflected on the pedagogical practices and influences of this experience on my formation as a teacher of Science and Biology. This investigation had a qualitative approach, using journals with notes made after each observation and teaching practice during the internship at a municipal school in Fortaleza, in addition to the preparation of a final report. As a result of this reflection, I was able to observe some aspects during the internship, such as the lack of specific theoretical foundation for the EJA modality, the lack of competencies and skills addressed in the National Common Curricular Base for EJA, the need for appropriate language, and the importance of adopting more practical approaches in Science classes. These actions contributed to a critical reflection of teaching practice, allowing the identification of challenges to be faced. Thus, I realized how much the experience and immersion in the EJA modality shaped my perspective in a more critical way about teaching actions, highlighting the importance of contextualizing the topics addressed in classes to make them more meaningful to the students' reality. Therefore, it becomes evident that the education of educators should encompass the EJA modality in order to prepare them for teaching in this context.