Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Barreto, Dosilia Espirito Santo
 |
| Orientador(a): |
Bianchini, Barbara Lutaif
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação Matemática
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| Departamento: |
Faculdade de Ciências Exatas e Tecnologia
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/32245
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Resumo: |
This work aims to present the State of Knowledge in the field of Youth and Adult Education and the area of Mathematics in Brazilian academic research between 2016 and 2020. The guiding question of this research was: what does the analysis of Brazilian research reveal in investigations on teaching, learning, and training of Mathematics teachers in EJA (Youth and Adult Education) from 2016 to 2020? The search for dissertations and theses was carried out in the CAPES Catalog of Dissertations and Theses and in the Brazilian Digital Library of Theses and Dissertations (BDTD). A total of 82 results were found considering Academic Masters (MA), Professional Masters (MP) and Doctorate (D) which were divided into nine categories and 12 subcategories. For the purpose of this thesis, the 82 works found in the search were described and analyzed. The methodological procedures are based on studies on the State of Knowledge according to the ideas of Romanowski and Ens and Morosini, Santos and Bittencourt. The theoretical assumptions that supported the analyzes were the works that deal with Mathematics Education for Youth and Adults according to Fonseca, which bring reflections on practices of Youth and Adult Education, including digital information and communication technologies according to Basegio and Borges, discussions on the learning and development according to Vigotski, formal and informal Mathematics for EJA students according to Duarte's ideas, Andragogy assumptions with Chotguis's ideas, among others. We conclude, based on the data obtained, that EJA students value mathematical knowledge taught in school, which is characterized by rules and resolution procedures, more than informal everyday knowledge, and value the knowledge taught by teachers, even if often are taught in a traditional way. It was also possible to conclude that teachers who teach using playful and digital technological resources get students to interact more in class and make them feel more motivated to learn. It is also worth noting that there are gaps in initial and continuing training for teachers who teach Mathematics for EJA in Elementary and High School and that few Brazilian universities dedicate time to Mathematics degree subjects to offer training to teachers who work in EJA |
