This paper aims at understanding the connections between Science Education and Youth and Adult Education (EJA) in the context of Brazilian legislative changes, which stressed the need for dialogue between these educational fields. Documents issued by the government containing recommendations for the elaboration of EJA science curricula at national level were analyzed using Critical Discourse Analysis in order to understand how both EJA and Science Education discourses engage in a dialogue in the construction of this text. Intertextual analyses led to results that indicate that the government's document for EJA represents, in many aspects, the discourse of the National Curricular Parameters, which reflects the tentative character of the discussions about science education for young people and adults and indicates an institutional identity under construction.
Science teaching; Young people and adult education; Science curriculum; Critical discourse analysis