Currículo e ensino de ciências na educação de jovens e adultos: entre linhas, saberes e diferença

Abstract

The research is the result of a study that sought to grope the margins of a science curriculum through their powers and creative possibilities, debating, on the other hand, the science curriculum the gets entrenched by objective knowledge. With this, the study aims to think the idea of curriculum that permeates the difference. The study raises the following questions investigation: What are the powers of popular knowledge that emerge into school mid curriculum? What methods which experiments could be thought at Youth and Adults Education Schools? Is it possible to think of an image of Youth and Adults science curriculum that is beyond of its mere offered, and it is in favor of a difference? The main objective was to investigate whether the popular wisdom that emerges in the mid curriculum science may promote new ways of stocks and creative experiences with regard to the science curriculum of Youth and Adults Education in the city of Cametá, Pará, as well as, the possibilities and the effects that this knowledge brings to this curriculum. Therefore, it is elected as a source of bibliographic material and empirical study. The theoretical reference takes the thought of difference of Gilles Deleuze and Felix Guattari, the concepts used were: Smallest, rhizome, transversality and difference. The choice was made by the authors who understand that they allow going beyond thinking of a sedentary and neutralizing of curriculum in the same way by understanding that both authors radicalize any dogmatic thought in favor of a difference. Thus, even though, these authors have not thought education seeks a thought of resistance, transversality, which suggests the science curriculum by opened ways and flexible, and helps to promote integration between scientific and popular knowledge in the curriculum science. The empirical part of the research consists into the living experiences in the science classrooms with students and a teacher of Yo uth and Adults (Elementary school) in a public school in the city of Cametá, where I could try an example of a science curriculum upon their movements, powers, and possibilities. For filing such experiences, it was used a field diary which were done notes of formal and informal dialogs among the students and the teacher, classes meetings, student and researcher. As a result, I bring the idea of curriculum design from a rhizome, a vision that allows transit between knowledge, but a means of which rises and overflows in constant motion. And it is under this approach to curriculum that discusses the research. By the force of difference and multiplicity instead of identity, becoming instead of being. Is it understand that I can think of a curriculum by way of a difference when students, school, teachers understand that crossings exist in the curriculum.