A complexidade curricular no fazer de uma educadora de ciências em uma EJA cada vez mais jovem

Abstract

The Youth and Adult Education (EJA) lives a process of juvenilization that implies a modification of the school routine and the relationships that are established between the subjects. Educators are known to be central to the schooling process and curriculum construction, being necessary to recognize them as intellectuals capable of resisting rigid ordinances. Thus, the objective of the research was to understand the processes of curricular construction of a science educator in an increasingly younger EJA. This work is theoretically based on the critical theories of the curriculum, in authors such as Gimeno Sacristán and Miguel Arroyo. It is configured as a study in which the potentialities of oral life history and of the observation with ethnographic’s inspiration were used to understand curriculum production. Is noticed that aspects of EJA's educator personal life, not only led her to the path of teaching, but strongly influence her practices, especially the selection of content, which focuses on health and environment. The functioning of the education system put into action by the force of action of various spheres, such as the scope of political and administrative activity; the participation and control subsystem; the ordering of the education system; the system of production of means (resources, materials); the cultural, scientific scopes of creation; technical pedagogical subsystem: educators, specialists and researchers in education; The innovation subsystem and the pedagogical practical subsystem act to favor a stabilized and homogeneous curricular practices that are not permeable to the challenging presence of the EJA students. Prescribed curricula do not organize themselves toward youth either. Thus, a first approximation to the practical-pedagogical scope, in which the educator's curricular work is carried out, reveals similarities to any science class: canonical contents such as infectious diseases, human body, water and tasks such as copy of the blackboard, list of activities and checks the notebooks. The work issue is addressed incidentally. However, mobilized by the understanding that it is necessary to guarantee the presence of the students and their willingness for the subject, the educator seeks to consider their interests in terms of curriculum definition, produces resources, employs other methodologies than just the expository and choose an evaluation process sensitive to the purpose that is to guarantee the completeness of the students' schooling. Dialogue is something that seeks, but recognizes how difficult it is to institute it in everyday classes. Her in-service training at EJA and contact with learners were instrumental in making the movement between defending rigid content and trying to produce dialogic relationships that value the interests of learners at the curriculum level. Thus, her curricular practice in EJA changes over time and is impacted by the possibility of working for a long time in the same school, the formative experiences and the unusual opportunities to work integrated with another teacher. Her vision of youth is that it is a time of great conflict and great learning. It talks about how at first interpersonal relationships are interdicted by these conflicts that over time one learns to cope and to recognize each one's life story. It reveals that being an EJA teacher taught her to be more flexible, more humane.