The study emerged from the desire to reflect the perceptions of students from the National
Program for the Integration of Professional Education with Basic Education, in the Youth and
Adult Education modality (known in Brasil by the Portuguese acronyom, PROEJA), on the
themes “Student training and Chemistry Teaching”. The reserch adhered to Line 01 of the
Professional Master’s Degree in Professional and Technological Education (EPT) - Educational
Practices in EPT, Macroproject 2 – Inclusion and Diversity in formal and non-formal teaching
spaces in EPT. The question raised in the research was: how have PROEJA students understood
their training with Integrated High School (EMI) in this modality? The general objective
focused on investigating the perceptions of students from the High School Technical Course in
Mechanics in na integrated way in the EJA (Youth and Adult Education) modality on their
training developed at the Federal Institute of Amazonas – Campus Manaus Centro (IFAM-
CMC), whose philosophical, political, and pedagogical proposal aims at Integral Human
Formation (FHI). The specific objetives consisted of: a) Establishing, from the student’s
perceptions, the relationship that technical work gives to Science, Technology and Culture; b)
Reflect on whether the teaching of Chemistry contributes to work and citizenship; and c)
Analyze the main integration mechanisms of the EPTNM with the EJA according to the
documentar and factual point of view. The research universe was composed of 10 (tem) EJA
students of that course.The questionnaire and the semi-structured interview were used as a data
collection instrument, in addition to bibliographic and documentar research. All the information
collected was submettid to Content Analysis, which showed great interest from the subjects in
the education offered by IFAM, as they considered having and excelente training for the Labor
Market, in addition to preparing for entry into Higher Education. Mosto of the subjects
perceived Chemistry dialoguing with elements inherent to work practice. However, mosto f this
knowledge was in technical handouts and not in scientific education itself. Little has been
addressed with the Science-Technology-Society-Environment (CTSA) approach. It was
verified, in the subjects, the uncritical worldview of S&T, needing to transform it, through
conscious and critical teaching. In view of this, the educational product developed sought to
structure a proposal for a didactic sequence aimed at teaching Thermochemistry, linked to the
liberating pedagogy and the CTSA approach, from generative images, according to the
Freirian’s perspective.
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