2025-05-232025-05-232025-02-13https://repositorio.ifal.edu.br/handle/123456789/954This Final Course Work aims to analyze the methodologies used to teach chemistry that favor the learning of students in Youth and Adult Education (EJA). It seeks to answer the research problem: what methodologies do chemistry teachers use for EJA students' learning? Its general objective is to improve the quality of teaching for EJA students by focusing on methodologies that use everyday life to contextualize the subject of chemistry in order to lead EJA students to understand the subject of chemistry in a clear way. This work uses bibliographic research as its methodology. Having a qualitative character, a survey of the texts that served as data for the bibliographic research was carried out, with filters in the search: open access, article, period from 2019 to 2024, national productions. The results show that teaching chemistry in EJA faces specific challenges, given the diversity of experiences and needs of students. The traditional approach proves to be ineffective for this audience. Active, contextualized and dialogic methodologies, which value students' prior knowledge and connect chemical content to their daily lives, have shown to be more promising. The importance of teacher training is highlighted, emphasizing the need to prepare them to deal with the particularities of this audience and to use innovative and inclusive methodologies, valuing dialogue and pointing it out as an effective strategy to make chemistry teaching more meaningful and engaging for EJA students.ptQuímicaEducação de Jovens e Adultos (EJA)Química - Ensino-aprendizagemQuímica - Ensino - MetodologiasYoung and adult educationTeaching and learning in chemistryMethodologies in education - ChemistryTrabalho de Conclusão de CursoCIENCIAS EXATAS E DA TERRA::QUIMICA