Abstract

MATTOS, Christiane Sheyla Magalhães de  and  COSTA, Fernanda Antunes Gomes da. SCIENCE TEACHING AT EJA: reflecting on rights and agendas silenced in legal documents. Revista Teias [online]. 2025, vol.26, n.80, e82564.  Epub May 08, 2025. ISSN 1982-0305.  https://doi.org/10.12957/teias.2025.82564.

The present article discusses the teaching of science in the early years of youth and adult education (EJA) in a context of plurality, highlighting the relevance of emancipatory curricula capable of promoting social transformations. It is an exploratory study based on document analysis (Cellard, 2008) of Resolutions CNE/CEB 1/2000, CNE/CP 2/2017, and CNE/CEB 1/2021, with the aim of identifying essential formative issues for young people, adults, and the elderly in EJA that are neglected in these documents. The theoretical foundation is supported by Arroyo (2013, 2017), Catelli Júnior (2019, 2021), Di Pierro (2017, 2023), and Paiva (2019, 2021). The results indicate a regression in the curricular guidelines for EJA, emphasizing the need to deconstruct the traditional scientific discourse in favor of the specificities of this mode of education. Interdisciplinary proposals that integrate literature and science teaching have proven effective in bringing to light issues from students' daily lives, approaches that remain silenced in the skills prescribed by the BNCC.

Keywords : youth and adult education; EJA; science teaching; legal documents; silenced agendas.

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