Representações sociais de professores de matemática e alunos da educação de jovens e adultos sobre esta modalidade de ensino e a matemática

• Ano de defesa: 2013
• Autor(a) principal: Araújo, Nelma Sgarbosa Roman de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Educação para a Ciência e a Matemática; UEM; Maringá, PR; Centro de Ciências Exatas
• Palavras-chave em Português: Educação matemática; Educação de Jovens e Adultos (EJA); Representações sociais (RS); Brasil.; Mathematics education; Education for Youth and Adults (EJA); Social representations (SR); Brazil.; Ciências Exatas e da Terra; Matemática
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4549

Current research identifies the Social Representations (SR) of teachers of Mathematics and students of Young People and Adult Education (EJA) on Teaching, EJA, Mathematics, Maths in EJA, Teacher of Mathematics and Teacher of Math in EJA. It also reports on the main elements of these representations; investigates whether the main elements/central system of SR of Math teachers and EJA students coincide or not with reference to the words quoted; analyzes the coincidences or not of the main factors/central system of SR of Math teachers and EJA students with regard to three pairs of key words (Teaching/EJA, Mathematics/Math in EJA; Teacher of Mathematics/Teacher of Math in EJA). During data analysis and during the writing of the final considerations there was a need to inquire how the participants´ SRs came about and on which ideas they were foregrounded. Main theoretical references were based on the Theory of Social Representations developed by Moscovici (1976) and on the Central Nucleus Theory proposed by Abric (1976). Data retrieval was performed by the free word selection technique and by an open questionnaire. EVOC 2000 and qualitative research elements were employed for data treatment and analysis. Research participants comprised 22 Math teachers and 129 EJA students from Government Schools and from State Basic Education Centers for Young People and Adults enrolled at the Regional Nuclei of Education in Maringá, Paranavaí and Loanda PR Brazil. Data made researchers perceive some ideas shared by most Math teachers and EJA students and revealed common meanings in both groups. The above suggested that constructs corresponded to their hegemonic and emancipated SR: a) the students´ social and financial elevation seems to be conditioned to teaching and to the school or EJA diploma provided; b) although Mathematics is taken to be a difficult subject, it is simultaneously important for daily life and, consequently, liable to provide a better future to students; c) there is a valorization of mathematical knowledge under the algorithmic and procedure aspect; d) the Math teachers´ affective qualities are more valorized than the intellectual ones. Besides the above shared ideas, students think that Mathematics is a subject matter only for certain privileged people, with an above-than-normal intelligence, or rather, learning Mathematics and being a Maths teacher is not ?for everyone?. It may be possible that similarities between SR of teachers and EJA students, as provided in current research, had been concretized by conviviality among them which, as reported above, was represented as very good and perhaps pervaded by excessive affectivity.