<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052025000100317</article-id>
<article-id pub-id-type="doi">10.12957/teias.2025.82901</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[SONHOS, COM-FABULAÇÕES E ESCRITA DE POSSÍVEIS NA EJAI: o que pode o estágio supervisionado no ensino de química?]]></article-title>
<article-title xml:lang="en"><![CDATA[DREAMS, CO-FABULATIONS, AND WRITING POSSIBILITIES IN EJAI: what can a supervised internship in chemistry teaching do?]]></article-title>
<article-title xml:lang="es"><![CDATA[SUEÑOS, CO-FABULACIONES Y ESCRITURA DE POSIBILIDADES EN LA EJAI: ¿qué puede hacer la práctica supervisada en la enseñanza de química?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dutra-Pereira]]></surname>
<given-names><![CDATA[Franklin Kaic]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Quézia Raquel Ribeiro da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual da Paraíba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<volume>26</volume>
<numero>80</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052025000100317&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052025000100317&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052025000100317&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo objetivamos explorar o estágio supervisionado no ensino de química na educação de jovens adultos e idosos (EJAI), no qual as experiências são tecidas na escrita de textos com-fabulativos. Em um cenário onde os sonhos dos/as estudantes se entrelaçam com os conteúdos químicos, cada aula se transforma em um possível de descobertas e (re)conexões. No entrelaçar das narrativas, os desafios se expandem ao mesmo tempo que abre caminhos, como também, oportunidades. A invisibilidade dos conhecimentos químicos se dissipa diante do olhar sensível dos/as educadores/as estagiários/as, que buscam construir pontes entre o saber acadêmico e o saber vivido. Neste mosaico com-fabulativo e narrativo de/das experiências, o afeto une a vida dos/das aprendizes aos conteúdos, modificando a sala de aula em um espaço de acolhimento e pertencimento. Ao final desta pesquisa, explorada pelo emaranhado das filosofias da diferença e enriquecido pelos estudos nos/dos/com os cotidianos, compreendemos que a educação química na EJAI é muito mais do que a transmissão de conhecimentos; é um convite para mergulhar com os cotidianos dos/as estudantes, celebrando suas histórias, seus sonhos e suas aspirações e inspirações. Concluímos, enfim, defendendo uma educação na EJAI enquanto um compromisso com a construção de um mundo mais justo e humano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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&#8217; 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&#8217; 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&#8217; 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo, nos proponemos explorar la práctica docente supervisada en la enseñanza de química en la educación de jóvenes, adultos y personas mayores (EJAI), donde las experiencias se entretejen a través de la escritura de textos co-fabulativos. En un contexto donde los sueños de los/as estudiantes se entrelazan con los contenidos químicos, cada clase se convierte en un espacio de posibilidades para descubrimientos y (re)conexiones. En el entrelazamiento de las narrativas, los desafíos se amplían al mismo tiempo que abren caminos y oportunidades. La invisibilidad del conocimiento químico se disipa ante la mirada sensible de los/as docentes en formación, quienes buscan construir puentes entre el saber académico y el saber vivido. En este mosaico co-fabulativo y narrativo de experiencias, el afecto vincula la vida de los/as aprendices con los contenidos, transformando el aula en un espacio de acogida y pertenencia. A través de un marco analítico basado en las filosofías de la diferencia y enriquecido por los estudios en/de/con lo cotidiano, comprendemos que la educación química en la EJAI es mucho más que la mera transmisión de conocimientos. Es, más bien, una invitación a sumergirse en las experiencias diarias de los/as estudiantes, celebrando sus historias, sus sueños, sus aspiraciones e inspiraciones. Finalmente, concluimos defendiendo la educación en la EJAI como un compromiso con la construcción de un mundo más justo y humano.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[chemical education]]></kwd>
<kwd lng="en"><![CDATA[supervised internship]]></kwd>
<kwd lng="en"><![CDATA[everyday life]]></kwd>
<kwd lng="en"><![CDATA[difference philosophies]]></kwd>
<kwd lng="en"><![CDATA[education for young]]></kwd>
<kwd lng="en"><![CDATA[adults]]></kwd>
<kwd lng="en"><![CDATA[and elderly]]></kwd>
<kwd lng="pt"><![CDATA[educação química]]></kwd>
<kwd lng="pt"><![CDATA[estágio supervisionado]]></kwd>
<kwd lng="pt"><![CDATA[cotidianos]]></kwd>
<kwd lng="pt"><![CDATA[filosofias da diferença]]></kwd>
<kwd lng="pt"><![CDATA[educação de jovens]]></kwd>
<kwd lng="pt"><![CDATA[adultos e idosos]]></kwd>
<kwd lng="es"><![CDATA[educación química]]></kwd>
<kwd lng="es"><![CDATA[prácticas supervisadas]]></kwd>
<kwd lng="es"><![CDATA[cotidianos]]></kwd>
<kwd lng="es"><![CDATA[filosofías de la diferencia]]></kwd>
<kwd lng="es"><![CDATA[educación de jóvenes]]></kwd>
<kwd lng="es"><![CDATA[adultos y personas mayores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
