Ensino de ciências da natureza na EJA: uma análise de produções científicas no Brasil de 2020 a 2024

Abstract

This study analyzes academic production related to Science teaching in the context of Youth and Adult Education between 2020 and 2024. The research was motivated by the scarcity of studies focused on this theme, especially in the later years of elementary education. The objective was to identify the topics addressed in scientific publications and the main results presented. The methodology consisted of a bibliographic review with a five-year temporal scope, using specific descriptors in indexed databases. Initially, more than one thousand results were found, but only five fully met the inclusion criteria. The analyzed studies highlighted the importance of contextualization in teaching, the use of active methodologies, the value of students’ prior knowledge, and the role of didactic resources as mediators of learning. The results show that pedagogical practices aligned with students’ realities promote greater engagement, development of critical thinking, and intellectual autonomy. The final considerations suggest that Science teaching in this modality should go beyond content transmission by integrating learners’ lived experiences and fostering scientific literacy. The study emphasizes the need for further research to monitor and evaluate the effectiveness of the practices developed, contributing to a more equitable, critical, and transformative education.