Currículo de quimíca: análise acerca da proposta curricular para as etapas da educação de jovens e adultos nas etapas do ensino médio no Amapá

Abstract

This research aims to analyze how the Chemistry curriculum is being structured in the first stage of Youth and Adult Education (EJA) at the high school level. Methodologically, it is a qualitative study, using bibliographic and documentary approaches. The results indicate a lack of specific guidelines for EJA in the National Common Curricular Base (BNCC) and limitations in the adaptations of the Amapá Curricular Framework (RCA). The investigation revealed challenges faced by educators in selecting and organizing Chemistry content, especially considering the reduced workload and the specific needs of the EJA audience. As a contribution, a curricular proposal was developed with content organized around contextualized projects, aiming to foster meaningful learning integrated with the students’ realities. It is concluded that structuring a Chemistry curriculum for EJA should not be a mere adaptation of the regular model, but rather the outcome of a reflective, collective process that is sensitive to local realities and the specific demands of the target audience.