A ETNOMATEMÁTICA E OS SABERES COTIDIANOS DOS ALUNOS DA EDUCAÇÃO DE JOVENS E ADULTOS

• Ano de defesa: 2007
• Autor(a) principal: Panciera, Letícia Menezes
• Orientador(a): Pereira, Maria Arleth
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Franciscana
• Programa de Pós-Graduação: Mestrado Profissionalizante em Ensino de Física e Matemática
• Departamento: Ensino de Matemática
• País: BR
• Palavras-chave em Português: Etnomatemática; Ambientes de trabalho; Aprendizagem; Educação de Jovens e Adultos-EJA.
• Palavras-chave em Inglês: Ethnomathematics, work environment, learning, EJA.
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/160; http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/380

This work is the result of a study involving the Ethnomathematics approach, which was used to analyse the values of experiences of students in the fifth grade of Youth and Adult Education (EJA), a state school in the central part of Rio Grande do Sul in the south of Brazil. The aim of this work was to a) develop, review and interpret the interrelation of mathematical concepts with classroom learning and other activities b) raise issues of student behaviour and daily experience through the application of different mathematical skills and professional practices, to establish a link with learning based on scientific knowledge. The methodological process consisted of a theoretical review, questionnaire, participative observation and semistructured interviews with our students. These procedures were key to a review of the development of the pedagogical experience developed in this context. The findings show that mathematical knowledge from a cognitive point of view, as related to the know-how of a professional group, promotes the student as an individual and enhances cultural values. The results confirm that it is possible to relate mathematical knowledge, within the context of a social group, to the understanding and explanation of quantitative and qualitative relations. Ethnomathematics, owing to its multiple applications, can contribute to relevant learning and evolving pedagogical practice. Through our experience, as a teacher and researcher with EJA, we managed to enhance our practice in various situations encountered during the study.