EJA NAS LICENCIATURAS EM MATEMÁTICA DE SÃO LUÍS (MA): OS DISCURSOS SOBRE A ESTRUTURA CURRICULAR.

• Ano de defesa: 2017
• Autor(a) principal: MELO, Rayane de Jesus Santos
• Orientador(a): LIMA, Maria Consuelo Alves
• Banca de defesa: LIMA, Maria Consuelo Alves , MALHEIROS, Ana Paula dos Santos , SORPRESO, Thirza Pavan
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO DE CIÊNCIAS E MATEMÁTICA/CCET
• Departamento: DEPARTAMENTO DE MATEMÁTICA/CCET
• País: Brasil
• Palavras-chave em Português: Interdiscurso; Ensino Superior; Legislação; Projeto Político Pedagógico
• Palavras-chave em Inglês: Interdiscourse; Higher education; Legislation; Politic Pedagogic Project
• Área do conhecimento CNPq: Matemática.
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/2022

This study as objective to analyses the presence of Educação de Jovens e Adultos (EJA) in initial formation of mathematics teachers in three Public Institution of High Teaching of São Luis, with motif to comprehend how the courses Mathematic Licentiate are forming the professionals futures for acting in this teaching modality. For developed of this researcher were used the quality approach to such a documental research as interviews. In documental investigation, the current discourse in the Politic Pedagogic Project and discipline programs of Mathematic Licentiate of Instituto Federal de Educação, Ciência e Tecnologia do Maranhão (IFMA), of Universidade Estadual do Maranhão (UEMA) and Universidade Federal do Maranhão (UFMA) analyzed. In the interviews was collected the discourse of teachers of two public institution who taught pedagogical disciplines. The analyses of data were realized based in theoretic referential of Discourse Analyses French aspect affiliated with Michel Pêcheux. As result, was certified that initial formation of mathematic teachers with ability and competence to act in EJA continue being leaved the part for public institutions of high teaching of Maranhão UEMA and UFMA, because both, with bases on the PPPC of Mathematic course, did not to given the importance to this teaching modality of education. The IFMA, opposite, presented a plausible discourse for the formation of the future educator of mathematics, directed to the qualification of the graduates so that upon completing the course they are prepared to act in different levels and modalities of education.