As doenças parasitárias na Educação Popular: uma proposta metodológica na formação permanente de professores da Educação de Jovens e Adultos de Manaus

Abstract

EJA – Youth and Adult Education is a very widespread type of teaching in Brazil and sought after by a significant number of students who seek to invest in the return of their studies, for various reasons. The audience is made up of people who carry diverse biographies, desires and knowledge, which need to be incorporated into teaching practices. Although we know that training processes are fundamental for general education and in EJA, teaching practices with content and decontextualized approaches are commonly evident. This qualitative study aims to analyze, through Thematic Investigation, how educational methodologies based on popular education and on the thematic universe of the student, could contribute to the processes of permanent teacher education and biology teaching in EJA, with a focus on the universal theme of intestinal parasitic diseases, common and important, but neglected. To this end, research on education and training was sought, which investigates the knowledge of students and also a basis on Freirean assumptions, which defend a problematizing, dialogical, critical and, above all, human pedagogy that values students' knowledge, in order to bring them closer to traditional and scientific knowledge. In parallel, a survey was made of which methodologies are being used by Biology professors, when approaching the topic of parasitic diseases. During the execution of the work, the investigations were carried out in loco, in a school of EJA/Manaus, with high school students and professors of Biology of the night shift/2nd phase. During the Thematic Investigation, due to the new Coronavirus Pandemic, the Preliminary Reality Survey – LPR (initial approach, questionnaires and interviews) and Coding were prioritized for our analysis, discussions and goals. When investigating the practices of research participants, it was found among Biology professors, predominantly traditional practices, which refer to the "banking model of education" and prioritize disciplinarity, in addition to indicating that they are unmotivated, discredited in the EJA model and in the potential of students, in addition to claiming to be without resources and materials. On the topic of parasitic diseases, educators recognize its importance, but rarely or never address this content in class. Students are aged between 18 and 62 years and claim to have confidence in teachers, school and education, however, about intestinal parasites, they expressed little affinity and generic knowledge, despite demonstrating that much of what they know was learned from their parents , grandparents and great-grandparents, mainly on the treatment of diseases, despite using preferentially allopathic remedies to natural ones, which may indicate a weakening of the transmission of traditional knowledge, in the context of urban life. The results of this investigation indicate that knowing and understanding the thematic universe of the student through TI is feasible and can provide essential training elements for teaching practice, by valuing the student's reality and knowledge, in search of a reflective and critical awareness, disseminating traditional knowledge. At the end of the work, a methodological proposal is presented based on the discussions and results of this dialogic investigation, built from two meetings between teachers, students and researcher.