Resumo

DUTRA-PEREIRA, Franklin Kaic  e  SILVA, Quézia Raquel Ribeiro da. DREAMS, CO-FABULATIONS, AND WRITING POSSIBILITIES IN EJAI: what can a supervised internship in chemistry teaching do?. Revista Teias [online]. 2025, vol.26, n.80, e82901.  Epub 08-Maio-2025. ISSN 1982-0305.  https://doi.org/10.12957/teias.2025.82901.

In this article, we aim to explore supervised teaching practice in chemistry education within the context of youth, adult, and elderly education (EJAI), where experiences are interwoven through the writing of cofabulative texts. In a setting where students’ dreams intertwine with chemical content, each class becomes a space of possibilities for discoveries and (re)connections. As narratives intertwine, challenges expand while simultaneously opening pathways and opportunities. The invisibility of chemical knowledge dissipates before the attentive gaze of pre-service educators, who strive to build bridges between academic knowledge and lived experiences. Within this co-fabulative and narrative mosaic of experiences, affect bonds learners’ lives to the curriculum, transforming the classroom into a space of care and belonging. Through an analytical framework informed by the philosophies of difference and enriched by studies on/in/with everyday life, we recognize that chemistry education in EJAI extends far beyond the mere transmission of knowledge. Rather, it is an invitation to immerse oneself in students’ daily experiences, celebrating their histories, dreams, aspirations, and inspirations. Ultimately, we conclude by advocating for EJAI education as a commitment to fostering a more just and humane world.

Palavras-chave : chemical education; supervised internship; everyday life; difference philosophies; education for young; adults; and elderly.

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