A matemática na história de vida de estudantes da EJA

Abstract

The present investigation aimed to understand to what extent the Mathematics, in the life trajectory of students in Youth and Adult Education (EJA), contributed to distances and approximations with the school. To this end, under the assumptions of qualitative research, through a narrative interview with two EJA male students, the data were produced remotely (interviews via video call on WhatsApp) due to the COVID-19 pandemic. The interviews were analyzed through content analysis based on the assumptions of Bardin (2011). The bibliographic survey includes a mapping of theses and dissertations about of specific research descriptors that sought to raise studies on the subject from the perspective of raising the production of knowledge in the area. The theoretical framework, it is supported by authors and scholars in the field of EJA and the practices of numeracy/mathematical literacy to characterize the present teaching modality and the ways of exploring the most promising mathematical knowledge to work with the students' learning. The result of the study points to the necessary understanding of the meanings attributed to Mathematics in the trajectory of life and the place it is occupies in the speech and in the daily practice of the men and women who return to the banks schoolchildren in adult life. Particularly here, the collaborators emphasize that the Mathematics is essential for social integration, especially in activities encompassed by the working world.