This research came from reflections on the teaching of science developed in the context of the
Youth and Adult Education (EJA), and the recognition that the traditional approach of
scientific content hinders the construction of knowledge by the students, because it ignores
previous knowledge, with disarticulated the social, political, economic and technological. In
this sense, we consider important to develop a proposal in which the approach of scientific
content in EJA leave a problem situation addressed in CTS perspective, we believe that this
can lead young people and adults to appropriate scientific knowledge and to develop the
critical capacity for decision-making. From this, we seek answers to the following questions:
science classes with CTS approach enables the construction of scientific knowledge by
students of EJA? Students of adult education is able to grasp scientific knowledge related to
the problems of their daily lives? And the scientific content approach starting from a problem
situation allows the development of an active, reflective and critical stance by the student
EJA? This study was a qualitative research, with a focus on action research. For analysis, we
adopted the discursive textual analysis as a process aimed at producing new insights into
phenomena and speeches. The data that constitute the corpus of the research were built in the
classroom with the extracts of the most significant speeches of students. The results showed
that it is necessary to insist on educational proposals that promote links between school
subjects and everyday actions, this being an educational trend that enables the teacher to
develop the curricula of interdisciplinary and contextualized way, exploring social,
technological and environmental aspects in teaching sciences from a problem situation. Thus,
in addition to allowing the exploration of issues that are under discussion in the media, the
adoption of the CTS approach enables greater interaction between the triangulation: teacherstudent-
knowledge, given that everyone can participate actively in the construction process
knowledge through dialogues that develop during the exploration of this theme. Through
research it was possible to build a new look in classes focused on science education with
students of EJA.
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