Formação de professores de Ciências para o ensino intercultural em turmas de educação de jovens e adultos

Abstract

This qualitative dissertation aims to understand teachers' conceptions of their realities, difficulties, needs, and expectations regarding teacher training and interculturally oriented teaching in EJA classes. To achieve this goal, two specific objectives were defined a) to identify, in the scientific literature on science education presented at the National Meeting on Research and Education in Science (ENPEC), the conceptions of teacher training sensitive to cultural diversity in the context of EJA; and b) to characterize the implicit theories of a science teacher working in EJA, based on her conceptions of interculturality in her pedagogical practice. Data analysis was conducted through thematic analysis, and the dissertation was written in a multi-paper format, with one article written for each specific objective. The first article is the result of a literature review based on the Proceedings of the National Meeting on Research in Science Education, specifically between 2013 and 2023, within the thematic axis of Teacher Training. To select the studies, the following descriptors were used in the ENPEC search marker: Teacher Conceptions, Cultural Diversity, EJA, Teacher Training, and Intercultural. The texts were initially selected based on the descriptors present in the titles; then, the abstracts were analyzed. After this screening, 11 papers were selected. None of the selected papers specifically addressed teachers' conceptions of continuing education for science teachers in EJA that considers and includes cultural diversity. Thus, it is observed that studies exploring teacher training with a focus on intercultural teaching are still scarce in the ENPEC Annals. However, the studies found demonstrate great potential to contribute to the teacher training process. The second article originated from the results of a structured interview, consisting of five problem situations, conducted with a science teacher from the state school system in the city of Coração de Maria, Bahia, Brazil, who teaches in EJA. The data analysis was conducted through thematic analysis. The research results, organized into four categories, highlight the lack of specific continuing education focused on intercultural teaching. We believe that such training can significantly contribute to strengthening pedagogical practices, promoting intercultural dialogue and contextualized, meaningful learning for students. This dissertation concludes that, within the ENPEC, few studies address EJA teachers' conceptions of interculturality, and that the participating teacher's conceptions point to difficulties and/or a lack of specific training for this purpose. She believes that, while recognizing the importance of interculturality, this training limits the establishment of intercultural dialogue. Therefore, teaching practices must be inclusive, even given the limitations imposed by the system. Therefore, continuing education that is practical, reflective, and integrative of interculturality is necessary.