(IN)TENSIONS IN CHEMISTRY TEACHING FOR CITIZENSHIP TRAINING IN EJA: AN ARTICULATION BETWEEN CONSTITUTIVE ELEMENTS AND CURRICULUMS IN THE SOUTHEAST STATE CONTEXT

Abstract

This article analyzes the theoretical and methodological potentialities for teaching Chemistry in Youth and Adult Education, based on the qualitative design and mapping of minutes of ENPEQ, ENEQ, Dissertations and Theses present in the CAPES Dissertation and Theses Bank and Operational and Curricular Guidelines of EJA of the four states of the Southeast region, with the aim of proposing constitutive elements for the teaching of Chemistry that contribute to the citizenship formation of EJA students. As a form of analysis, the data were constituted through Discursive Textual Analysis, paragoning the teaching strategies identified in the descriptors analyzed as Generating Themes, Experimentation, Didactic Games, Gamification, Didactic Sequences, CTS/CTSA Education, Scientific and Technological Literacy, ICTs and TIDCs and Scientific Dissemination Texts, which, articulated with the in-depth objects of the state curricular units of the Southeast, result in significant possibilities for learning the integral formation of the EJA student.