Contextualized Chemistry Teaching and Students’ Protagonism in Youth and Adult Technical Education

Chemistry teaching in youth and adult education has faced challenges related to students’ disengagement, interrupted educational trajectories, and difficulty in connecting scientific concepts with learners’ everyday and professional experiences. In Brazil, Professional and Technological Secondary Education Integrated with Youth and Adult Education (PROEJA) aims to address its challenges by combining basic education with vocational training. This study investigated how a contextualized pedagogical intervention based on the production of aromatic candles contributed to students’ engagement, contextualized conceptual learning and vocational reflection in a technical administration course offered at the Brazilian Federal Institute (IFMS-CG), Campo Grande, Mato Grosso do Sul, Brazil. A qualitative participatory action research design was adopted, and qualitative data were generated through participatory observations, classroom interactions, students’ written reflections, photographic records, and reflective discussions. Data were interpreted by Reflexive Thematic Analysis. Throughout the intervention, students explored Organic Chemistry concepts related to hydrocarbons, n-paraffins, physicochemical properties, volatility, combustion, formulation and laboratory safety while simultaneously discussing entrepreneurship, branding, product development and income generation. The qualitative findings demonstrated students’ active participation, collaborative teacher–student interactions, contextualized conceptual learning and a broader perception of Chemistry as a socially and professionally relevant discipline connected to everyday life, vocational education and entrepreneurial practice. Students’ written reflections further revealed that scientific knowledge was increasingly associated with technological innovation, product quality, professional opportunities and income generation. These findings suggest that contextualized, interdisciplinary and humanized pedagogical practices may promote meaningful scientific learning while strengthening vocational reflection and reinforcing the relevance of Chemistry within youth and adult professional and technological education.