The pedagogical residence in chemistry program and learning difficulties in youth and adult education
International Journal of Development Research
The pedagogical residence in chemistry program and learning difficulties in youth and adult education
Received 20th February, 2021; Received in revised form 11th March, 2021; Accepted 26th April, 2021; Published online 30th May, 2021
Copyright © 2021, José Carlos Oliveira Santos et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Youth and adult education allows teachers to work more flexibly, who can innovate and try other strategies to motivate their students. The development of the student in an integral way starting from aspects of their experiences should be the constant objective of teaching chemistry, as they can understand the chemical processes, at the same time that they are led to reflect on major thematic issues related to social contexts, seeking to build a more just and egalitarian society, through the discussion of attitudes and values. This article aims to discuss the initial ideas of the graduate student in Chemistry about the Pedagogical Residency Program, one of the actions that are part of the National Teacher Education Policy, reporting the experiences lived in groups of the Youth and Adult Education modality. This research is characterized by being of a theoretical and empirical nature, whose methodological procedures were based on bibliographic and field research through the space provided in the Pedagogical Residency Program in chemistry classes. The informants of the present research are part of the elementary and high school institution, located in Brazil. The report consists of the presentation of experiences lived in the Pedagogical Residency Program of the Degree in Chemistry course, held in the first semester of 2019, in a state school of elementary and high school, in the night shift. The Pedagogical Residency Program contributes a lot to the knowledge about the area that we intend to work in, and through it to realize the learning difficulties of Youth and Adult Education students. Within this context, we recognize that Youth and Adult Education favors the social, economic and political inclusions of people who for multiple reasons did not have access to or did not complete elementary school or high school at the regular age. At the end of the analysis, it was possible to point out the learning difficulties in teaching Chemistry and also realize that the literature points to multiple factors for the causes of learning difficulties in youth and adult education.
