Ensino por vivências: microbiologia e educação ambiental na percepção de estudantes da EJA.

Abstract

Adult Education (EJA) is a practice and reflection field that goes beyond the regular school because of different personal backgrounds of the involved students. This modality of education is an alternative for people who want to continue their intellectual and professional development, and is the right of those people who did not have access to school or who have not completed their studies in regular age. Seeking to influence the interest of students and improving access to knowledge, the study aimed discuss on issues related to environmental education (EA) and health education in communities. When working on environmental issues in science classes of EJA, it was favored contextualization of knowledge of Microbiology, and it’s stimulated a broader and more critical view, emphasizing the importance of environmental welfare and other benefits, both individual and collective, provided to the society. The study was conducted with two proposals: the first was the theme approach Environmental Preservation to discuss with questions and answers about garbage and waste in order to identify the previous ideas of students as the generation and improper disposal; the second proposal, it was suggested that students to mark V (True) or F (False) for four statements about microorganisms. Based on results’ analysis, the work was through the stimulus to dialogue, with the aid of a booklet produced and provided by the researchers, addressing the relationships between microorganisms and human health, food and environment. The first proposal allowed the interpretation that participating students had previous knowledge about preservation, but did not have proper disposal habits materials constantly used in their daily lives. In the second proposal the results indicate that there are some consistent prior knowledge of microbiology, but the prevalence of doubts highlights the need for more contextualized and interactive approach in this modality of education. In the general context, the work highlighted the great importance to teacher planning from previous knowledge of students about science in adult education. Furthermore, it was concluded that cooperative activities with contextualized approaches tend to arouse interest and motivate students to autonomy in learning.