Práticas matemáticas em uma turma do primeiro segmento da EJA
Abstract
The motivation for this research was the concomitant interest in the teaching and
learning of mathematics by students of the Youth and Adult Education (YAE). The
research proposal is guided, for discretion in performing mathematical tasks able to
relate mathematical knowledge gained in life experience of these students with
knowledge learned in school. The main question of this study was: What were the
challenges and possibilities in the teaching and learning of mathematics in a term I
room of the 1st segment of the Youth and Adult Education? Starting from this question,
we sought to investigate how is the process of teaching and learning mathematics in
Youth and Adult Education classroom (YAE) of the First Term of the first segment in a
school municipal a country town São Paulo. Methodologically the research took
advantage of a qualitative approach. The research theoretical references this work was
relating to the education of young and adult students, in addition to mathematics
education in adult education. The location of the data collection was in a Municipal
Center for Early Childhood Education (MCECE), which served the children day and
night periods of Youth and Adult Education. The study included a teacher of adult
education and its 13 students, and the data collection was carried out through two
interviews - initial and final - with the teacher of adult education; math tasks developed
with students; reflective dialogues with the teacher registered in the field diary and
interviews with some students of the EJA. Data analysis was made by axes and analysis
subcategories. The first axis is titled the game was not played and the second
Mathematical practices across contexts, which was subdivided into two subcategories:
Task of the textbook: the use of golden material and the abacus and the daily lives of
students through troubleshooting. Results showed the occurrence of mathematical
practices arising from daily life and school. Most students, though autonomous in
mathematical practices out of school, could not accomplish on their own school
mathematical tasks. In a way, the school practices experienced by the class curtail them
autonomy, a fact impeding citizenship that is rightfully theirs. In contrast, it was
observed that, in mathematical tasks related to the daily lives of these students,
experience the reports were extracted experienced by them. The development of
everyday situations-problems, with dialogues and interventions performed in the
classroom between researcher, teacher and students, allowed the latter broaden their
knowledge in mathematics. This survey also revealed that mathematics was taken by the
teacher and the students as a difficult subject to teach and to learn. We therefore
conclude that mathematics taught in that class is a mix of mathematical practices from
various contexts which were, or still are, of great importance for young and adults
students in adult education.