Resumo

RIBEIRO, Renato Antônio  e  GUIMARAES, Simone Sendin Moreira. “THE TEACHER ALWAYS ARRIVED WITH CONTENT READY”: A REFLECTION ON EJA’S BIOLOGY CURRICULUM AND ITS INTERFACES WITH FREIRIAN ASSUMPTIONS. Práx. Educ. [online]. 2021, vol.17, n.47, pp.192-217.  Epub 18-Fev-2022. ISSN 2178-2679.  https://doi.org/10.22481/praxisedu.v17i47.9429.

Based on Freire's pedagogy and its assumptions, the article aimed to undertake some reflections on the movement of “choice” of biology contents worked on in the classroom, signaling the dynamics of curriculum construction. These reflections are supported by interviews carried out with students of Youth and Adult Education (EJA) in the state of Goiás. Paulo Freire's theoretical legacy demonstrates the potential and relevance of his pedagogy to collectively and dialogically think and build the EJA curriculum, having as a premise that the student is the center of the entire teaching-learning process. Preliminary data from the research indicate that the banking transmission of “ready content” from biology is still rooted in the pedagogical practice of teachers. Dialogue, when it exists, is still restricted to superficiality, deviating from the true Freirian dialogue. Organizing a curriculum for teaching biology at EJA, based on Freirian pedagogy, considers that the contents, although essential, are not static and that they are responsible for serving the interests of students, valuing their knowledge and promoting the transition from prior knowledge to systematized scientific knowledge.

Palavras-chave : Biology curriculum.Youth and Adult Education (EJA); Paulo Freire..

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