Assessment Of An Educational Investigative Sequence About Pollution In Adult High School Students

In Brazil, the application of the investigative approach in science teaching and scientific disciplines constitutes one of the formative axes foreseen in the National Common Curricular Base (BNCC). However, the teaching of science and biology by research is not comprehensively incorporated into school planning, and its inclusion configures a very large challenge for teachers. In Youth and Adult Education (EJA), this situation is potentialized because there are no specific teaching guidelines described in the official documents. The present work presents the results of an evaluation of the application of an investigative teaching sequence (SEI) on "pollution", to students of a youth and adult class (EJA) of a public school Brazilian. The impacts were evaluated in the following aspects: motivation for learning, experience in participating and metacognitive knowledge. The results indicate the expansion of participation, demonstration of interest and commitment, increased satisfaction, confidence, interaction and collaboration of the students.