ENERGY TRANSFORMATION IN A SOCIOCULTURAL DIDACTIC SEQUENCE WITH PROBLEM-BASED LEARNING: RECYCLABLE MATERIALS IN YOUTH AND ADULT EDUCATION

Abstract

Teaching about energy transformation, aligned with the United Nations (UN) global sustainability goals, is crucial for developing socio-environmental awareness, especially in Adult Education (EJA). In the Brazilian context, challenges such as school dropout rates and the heterogeneity of the EJA student population reinforce the need for contextualized and innovative pedagogical practices. Therefore, this research aims to analyze how the articulation between Vygotsky's Sociocultural Theory and Problem-Based Learning, mediated by activities with recyclable materials, can enhance the teaching of energy transformation and contribute to the engagement and critical development of EJA students. The specific objectives are: (a) to contextualize the teaching of energy and recycling based on students' daily experiences; (b) to promote student leadership in identifying and solving local socio-environmental problems. This qualitative, descriptive, and exploratory study involved action research, participant observation, field diaries, student productions, and semi-structured interviews. Preliminary results indicate progress in understanding physics concepts and in developing students' socio-environmental awareness, demonstrating the effectiveness of active and contextualized methodologies. This study provides support for innovative pedagogical practices in science education and expands access to scientific knowledge in adult education (EJA).