A matemática cotidiana e a matemática escolar na Educação de Jovens e Adultos : aproximações e distanciamentos em aulas remotas

• Ano de defesa: 2021
• Autor(a) principal: Silva, Terezinha Rosa da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação de Jovens e Adultos; Letramento matemático; Práticas de numeramento; Matemática; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Youth and Adult Education; Mathematical literacy; Numbering practices; Mathematics
• Link de acesso: http://ri.ufmt.br/handle/1/2705

In the present study, we sought to analyze the relationships that are established between everyday mathematics and school mathematics in the process of numbering students of Youth and Adult Education (EJA), elementary school, first segment, from the practice of teachers who promote the literacy of these young people and adults through remote activities. We also tried to identify the conceptions of these professionals about numeration, detecting the approximations and distances of this concept in the procedures and resources used in their methodological practices. To this end, the research followed the principles of the interpretative qualitative approach, with methods and procedures anchored in online questionnaires and semi structured interviews. The results showed that the methodologies and dynamics used for the interaction of mathematical contents with daily knowledge, aiming at learning mathematics at school, proved insufficient, being one of the factors the lack of recognition and appreciation of the daily knowledge of young and adult students in the classroom. It is verified that currently (2020), the most recurrent practice is still to teach concepts, procedures, or techniques for students to exercise what they have been taught, often applied by the lack of experience of teachers in relation to the use of numbering conceptions. In addition, the issues arising from the pandemic context, the challenges and difficulties faced by students and teachers to carry out school activities in the remote teaching format were addressed, especially those of mathematics, which takes us or to the conclusion that this theme is relevant, enhanced by the remote moment that lives in the country and in the world, making necessary the continuous search for teacher training that enables and guarantees to the student a significant learning from a process of transformation and resignification of education.