Aspectos curriculares para o Ensino de Ciências na Educação de Pessoas Jovens e Adultas: uma revisão sistemática das produções científicas internacionais

Abstract

This study aims to identify and analyze curricular aspects highlighted in international scientific research addressing Science Education in the Youth and Adult Education (EPJA) modality. To achieve this objective, a Systematic Review was conducted in the ERIC and Web of Science databases, ultimately selecting articles that addressed Science Teacher Training in this modality. The analysis of the studies, conducted according to the Content Analysis methodology proposed by Bardin (2016), allowed the identification of three main categories: "Lifelong Learning," "Dialogic Education," and "Scientific and Technological Literacy." The results showed that quality teacher training, combined with specific curricula that are contextualized and integrated with the reality of students, constitutes an essential element for promoting emancipatory Scientific Literacy. The "Lifelong Learning" category highlighted the need for national certification and integration between basic, vocational, and youth and adult education, inspired by experiences such as Rural Education. The "Dialogic Education" category, based on the thinking of Paulo Freire, highlighted dialogue as a central strategy for promoting contextualized learning, socialization, and social transformation. The "Scientific and Technological Literacy" category emphasized the importance of digital literacy and the STEM/STEAM approach in developing critical skills and integrating socioscientific issues into the science curriculum. Gaps were identified in national literature on Science Education in the Adult and Young Adult (EPJA), especially regarding Teacher Training, reinforcing the need for inclusive and socially committed pedagogical practices. The conclusion is that the articulation of the principles of lifelong learning, dialogic education, and scientific and technological literacy represents a fundamental strategy for consolidating a high-quality, inclusive, and transformative EPJA (EPJA) education.