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Perspectives of science teaching research in Education of young and adults people in scientific articles of Brazilian periodics (Qualis A)

Grant number: 19/24258-3
Support type:Scholarships in Brazil - Scientific Initiation
Effective date (Start): June 01, 2020
Effective date (End): December 31, 2020
Field of knowledge:Humanities - Education - Specific topics in Education
Principal researcher:Anselmo João Calzolari Neto
Grantee:Maria Júlia Freire
Home Institution: Centro de Ciências Agrárias (CCA). Universidade Federal de São Carlos (UFSCAR). Araras , SP, Brazil

Abstract

In Brazil, the Education of Young and Adults People (EPJA, from the Brazilian acronym Educação de Pessoas Jovens e Adultas) was conquered through resistance social movements and governmental actions. An overview of the knowledge produced about the EPJA revealed that the teaching of natural sciences (biology, physics, geology and chemistry), either in dissertations and theses or in meetings of researchers such as ENPEC, for this teaching modality is little studied. Understanding that the appropriation of scientific knowledge is a current socially emancipator and that EPJA has characters as guarantee of rights and expansion of citizenship, the general objective of this research is to highlight the quantitative and qualitative estimates to conceive a relationship of science teaching in the education of Young and Adults People from scientific articles published from 1979 to 2019 in Qualis A periodics in the Brazilian context and from this verify the possibilities of actions. Use as a research method the Bibliographic Research from the investigation in Brazilian science education journals with Qualis A1 and A2 in the evaluation of the 2013-2016 quadrennium, covering the period from 1979 to 2019. In this sample, we'll select works that approaches an EPJA and the papers that refer to: adult education, youth and adult education, youth and adult education, PROEJA, EPJA or EJA in titles, resumes and / or keywords. An analysis of the results will be performed using the Textual Discursive Analysis method, considering the theoretical frameworks of Dialogic Learning and Scientific Literacy. (AU)

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