Uma análise documental acerca do ensino noturno em anais do EREBIO e ENEBIO

Abstract

When we talk about education aimed at young people in Brazil, we are putting on the agenda the challenges of its universalization and democratization, because we know that High School-MS in Brazil was implemented with the aim of preparing young people for higher education and later for the job market. Faced with these reflections on problems and educational potential, we can emphasize the relationship to Evening Teaching - EN, they are necessary to understand and try to minimize the aggravating factors for dropouts and lack of motivation in studying. Therefore, the EN has young people and adults as its clientele, who are already in the job market and who have greater autonomy in their educational process. Therefore, researching and expanding analyzes on education, especially at levels of education that were previously intended for the minority of citizens, makes us break elitist thoughts and build a teaching approach that meets everyone who wants to evolve scientific and critical thinking (BOLFER, 2008). Thus, the relevance of this document analysis is notorious, which will be carried out from the publications of the proceedings of the National Meeting of Biology Teaching (ENEBIO) and Regional Meeting of Biology Teaching (EREBIO). Because these writings report the school routine, as well as about EN, helping to reveal the difficulties and contributions for the students inserted there. Thus, this research has as a problem: How the works present in the annals of EREBIO and ENEBIO, approach the theme of Night High School in their articles? Aiming to understand the specificities of the Evening High School, published in the articles in the area of Science and Biology. Thus identifying potentialities and difficulties faced by students inserted in this period. The present research was carried out in the form of qualitative approaches, the methodological path taken in this research was based on a bibliographic review and document analysis. The information collected through the articles mapped from the magazines was analyzed based on the Discursive Textual Analysis - DTA methodology, proposed by Moraes and Galiazzi (2016). In the final categorization of this work, we arrived at two categories that are part of the discussion of the results: 1) Methodologies and scientific teaching for EN and EJA students; 2) Reflections on the training of science teachers to work in EN and EJA. The importance of paying more attention to the peculiarities of this teaching model in undergraduate Biology courses and in continuing education is highlighted.