<?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>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472023000100304</article-id>
<article-id pub-id-type="doi">10.14393/obv7n1.a2023-64601</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uma passagem secreta no beco sem saída: o ensino de ciências da natureza e o debate sobre o desenvolvimento do pensamento para alunos da Educação de Jovens e Adultos]]></article-title>
<article-title xml:lang="es"><![CDATA[Un pasaje secreto en el callejón sin salida: la enseñanza de las ciencias naturales y el debate sobre el desarrollo del pensamiento para estudiantes de Educación de Jóvenes y Adultos]]></article-title>
<article-title xml:lang="en"><![CDATA[Beyond prejudice and the celebration of everyday life: natural science teaching and the development of theoretical thinking in Youth and Adult Education students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Messeder Neto]]></surname>
<given-names><![CDATA[Hélio da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tavares]]></surname>
<given-names><![CDATA[Igor Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Lorena de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>7</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472023000100304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472023000100304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472023000100304&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO É comum na Educação de Jovens e Adultos (EJA) uma suspeita sobre a capacidade cognitiva dos estudantes, assumindo que eles não conseguiriam aprender ciências da natureza, pois esta seria supostamente uma ciência muito abstrata. Por outro lado, tentando combater essa concepção, muitos trabalhos terminam por advogar que o ensino de ciências da natureza deve se vincular ao dia a dia e apelam para uma valorização do saber espontâneo dos estudantes da EJA, quase desvalorizando o conhecimento escolar, desconsiderando, assim, a importância que os conhecimentos científicos têm para o desenvolvimento do sujeito para além das suas necessidades e usos imediatos. Entendendo que nenhuma dessas concepções potencializa o trabalho na Educação de Jovens e Adultos, este trabalho tem como objetivo debater qual o papel do conhecimento científico no pensamento dos adultos e visa, a partir dos fundamentos da psicologia histórico-cultural, tensionar visões preconceituosas sobre os alunos da EJA, ao mesmo tempo que evidencia o impacto do conhecimento científico no pensamento dos alunos desse segmento. O artigo é dividido em duas partes, na primeira, apresenta-se uma análise do funcionamento e desenvolvimento do pensamento sobre as teorias de Lev Vigotski e Vasili Davidov, na segunda parte, na mediação com o ensino de ciências da natureza, tratamos das contribuições para o desenvolvimento do pensamento teórico na EJA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Es común en la Educación de Jóvenes y Adultos (EJA) asumir que los estudiantes son incapaces de aprender las ciencias naturales por suponerlas muy abstractas. Mientras tanto, tratando de combatir esta concepción, muchos trabajos terminan defendiendo el vínculo de la enseñanza de las ciencias naturales con la vida cotidiana y sostienen la valorización del saber espontáneo de los alumnos de la EJA, lo cual va en detrimento del saber escolar y desconoce la importancia que tiene el conocimiento científico para el desarrollo del sujeto más allá de sus necesidades y usos inmediatos. Entendiendo que ninguna de estas concepciones potencia el trabajo en Educación de Jóvenes y Adultos, el presente trabajo tuvo por objetivo debatir el rol del conocimiento científico en el pensamiento de los adultos. Además, se pretende, a partir de los fundamentos de la psicología histórico-cultural, explorar críticamente visiones prejuiciosas respecto de los estudiantes de la EJA, al mismo tiempo que se destaca el impacto del conocimiento científico en el pensamiento de los estudiantes de este segmento. Se ha dividido el trabajo en dos partes: en la primera, se presenta un análisis del funcionamiento y desarrollo del pensamiento según las teorías de Lev Vigotski y Vasili Davidov; en la segunda parte, en relación con la enseñanza de las ciencias naturales, se busca abordar los aportes al desarrollo del pensamiento teórico en la EJA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT It is common in Youth and Adult Education (YAE) to suspicion about the cognitive capacity of students, assuming that they would not be able to learn natural sciences, as this would supposedly be a very abstract science. On the other hand, trying to combat this conception, many papers end up advocating that the teaching of natural sciences should be linked to everyday life and appeal to an appreciation of the spontaneous knowledge of YAE students, almost devaluing school knowledge, thus disregarding the importance that scientific knowledge has for the development of the subject beyond its immediate needs and uses. Understanding that none of these conceptions enhances the work in Youth and Adult Education, this work aims to discuss the role of scientific knowledge in the thinking of adults and aims, from the foundations of historical-cultural psychology, to tension prejudiced views about students. of the Youth and Adult Education while showing the impact of scientific knowledge on the thinking of students in this segment. The article is divided into two parts, in the first, an analysis of the functioning and development of thought on the theories of Lev Vigotski and Vasili Davidov is presented, in the second part, in the mediation with the teaching of natural sciences, we deal with the contributions to the development of theoretical thinking in YAE.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação de Jovens e Adultos]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento do pensamento]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de conceitos]]></kwd>
<kwd lng="es"><![CDATA[Educación de Jóvenes y Adultos]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo del pensamiento]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza del concepto]]></kwd>
<kwd lng="en"><![CDATA[Youth and Adult Education]]></kwd>
<kwd lng="en"><![CDATA[Development of Thought]]></kwd>
<kwd lng="en"><![CDATA[Concept teaching]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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