O ensino de matemática na EJA em escolas municipais de Santa Maria

• Ano de defesa: 2008
• Autor(a) principal: Rodrigues, Paulo Roberto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Educação; UFSM; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação de jovens e adultos; Bases curriculares da EJA; Educação matemática e EJA; Aprendizagem do adulto; Adults and young education (EJA); Curricular bases of EJA; Adult learning process; Mathematics and EJA; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/6835

This study, of qualitative nature, describes a research, developed from March to December of 2007, in public schools with the purpose to accomplish a general characterization of Mathematic Curricular Proposals within the reality of Adults and Young Education(EJA), in their school period equivalent to 5th and 6th grade of Elementary School and it also seek to identify the level of compatibility presented by the respective pedagogical practices used for students development in classroom. We accomplished this research with the main motivation of contributing with the public net of teaching to (re)think and (re)elaborate the interventional methodological practices with students from EJA, considering that in this context the Mathematic teaching has showed itself a hard work for the teacher, for the teacher must teach a subject that most of the students considers important, they need to apply it in their day-by-day situations but they have extreme difficulty to attribute meaning. We sought also, in this study, to accomplish a brief approach about thematic related to teacher education to act in EJA and related to adults learning process. As methodological procedures, we used interviews with teachers and coordinators of this schools, observation in classroom, questionnaire used with an amount of pupils and documents analysis. The data gathered helped to elaborate some conclusions that allowed us to assure, firstly, that the curricular proposals from the schools investigated are coherent with legal and theoretical signalizations for the teaching of this kind of school. In a second place, that the expositive classes using textbook is yet the main strategy for development of Mathematic pedagogical practices, it means, the EJA continues being developed by a model elaborated for children and for pre-adolescent, and, for last, that it does not have yet a collaborative practice in the sense of changing experiences among the Mathematic teachers from the schools researched.