Ensino de física na modalidade educação de jovens e adultos (EJA): uma revisão sistemática de literatura

Abstract

This article aims to analyze the contributions of academic literature on Physics teaching in Youth and Adult Education (EJA), considering the pedagogical challenges and specificities of this population. The research uses a qualitative, exploratory approach, based on a bibliographic review of scientific articles available on Google Scholar. The results indicate that Physics teaching in EJA requires differentiated methodologies that engage with students' lived experiences, valuing their experiences, and fostering meaningful learning. Among the main challenges identified are the gap in prior knowledge, limited class time, and resistance to traditional practices. Conversely, the use of simple experimental practices, contextualizing content within everyday life, and the use of accessible technologies stand out as effective strategies. It is argued that Physics teaching in EJA should be guided by approaches that respect the diversity of subjects, promoting critical engagement, the appreciation of knowledge, and the development of citizenship.