THE TEACHING OF PHYSICS IN THE EDUCATIONS OF YOUNG PEOPLE AND ADULTS: CONTEXTUALIZATION, CHALLENGES AND METHODOLOGICAL STRATEGIES INS LIGHT OF THE BNCC (NATIONAL COMMON CORE CURRICULUM)

Abstract

This article aimed to analyze methodological strategies for teaching Physics in Youth and Adult Education (EJA), aiming to overcome learning difficulties and promote scientific literacy according to the guidelines of the Brazilian National Common Curriculum Base (BNCC). The study is justified by the need to reduce school dropout rates and make knowledge accessible to a historically excluded public, marked by gaps in basic education and work routines. The methodology used consisted of a qualitative and descriptive literature review, carried out through searches in the Google Scholar, CAPES Journals, and SciELO databases, with a time frame from 2010 to 2025. The results indicate that the profile of the EJA student requires abandoning traditional teaching in favor of contextualization and problematization of everyday situations. The research demonstrated that active methodologies, such as Problem-Based Learning, the use of digital technologies, and low-cost experiments, are effective in engaging students and mitigating the barriers imposed by a lack of mathematical foundation. It is concluded that the articulation between prior knowledge and systematized scientific knowledge, supported by the curricular flexibility of the BNCC (National Common Core Curriculum), is fundamental to guaranteeing meaningful learning, transforming Physics into a tool for citizenship and understanding the world for the adult student.