Ensino de matemática e conhecimentos de estudantes: diálogos para formação de professores dos anos iniciais na Educação de Pessoas Jovens e Adultas (EPJA)

Abstract

This dissertation has as main objective to understand how the mathematical knowledge of the students of the Education of Young and Adult People (EPJA) can contribute to the formation of the multipurpose educator of the initial years (1st to 5th year) of Elementary School I. We emphasize that this theme it contributes to overcoming the understanding that mathematics is a “difficult” subject and aimed at a few people, who can understand it. To this end, we rely on the contributions of dialogical learning (AUBERT, et al., 2016), which allows us to understand education as an element for social transformation. In this way, we understand mathematical education, as (SKOVSMOSE, 2014), as a space for investigation, in which, through dialogue, we can constitute new learning that articulates the students' previous knowledge and mathematical concepts. Our research has a qualitative character and, therefore, we are based on the contributions of participating research, more specifically, on the “systematization of experiences”, as this methodology arises from the demands of popular education in Latin America. According to Jara (2008), the purpose of this research methodology is based on the proposal of taking a unique and unrepeatable experience and extracting lessons that can help other experiences. Thus, our experience took place in a municipal school that offers basic education (first to ninth grade) of EPJA. Three focus groups were held: one with the managers (Director and Teacher Pedagogical Coordinator), one with the teachers of the early years and one with the students of the fourth year. The objective of these groups was to conduct a discussion about the mathematics classes held by teachers in the school space that dealt with our research objects, such as how the math classes took place and whether the students in the class in question they understood that they had knowledge before entering school. The dialogues were recorded and their audios were transcribed. With the transcript in hand, it was possible to reconstruct and order our experience. Based on the data collected, in this process, we organized its categories of analysis, which allowed us to carry out the movement away from our practice and, with that, discuss the events, articulating them with our theoretical references. At the end of our analysis, we understand that the knowledge of EPJA students is of great value for the education of their educator, as they contribute to the educator taking a more critical stance and focused on the learning of their students, in addition to overcoming according to Skovsmose (2014) from the perspective of mathematics as a discipline that has only one answer. We conclude that the students' knowledge, therefore, allows the educator to have clues of the path he can take in the moments that comprise the mathematics classes, in order to guarantee the valorization of this knowledge. As arrival points, we see the importance of teaching and learning aimed at dialogue and egalitarian relations for education aimed at young people and adults