Detalhes bibliográficos
| Ano de defesa: |
2010 |
| Autor(a) principal: |
Rosa, Roseli Scuinsani da
 |
| Orientador(a): |
Grando, Neiva Ignês |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Não Informado pela instituição
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Educação
|
| País: |
Não Informado pela instituição
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://10.0.217.128:8080/jspui/handle/tede/688
|
Resumo: |
This search had like mainly objective to investigate the relation between teaching of mathematics and school evasion of students at Young and Adults Education. The facts connected at school evasion motivated the search, lead about these questions: Why the students of Young and Adults Education did not complete their studies in a normal time? The mathematics subject did act on that decision? Starting from this questions, the metodology of search, with qualitative approach, was made in three teaching institution of Passo Fundo wich offered Young and Adult Education modality, wich those two are municipal and one a state institution called Nucleo of EJA. Participated of search 71 students, wich only 14 were selected because had in commom the fact of give up of study because mathematics. The study uses an inicial instrument colected of informations and two interviews semi-structured, wich were audio recorded. The analysis developed by these describe categories: reasons of giving up, consequences about that giving up, reason about study returns, needly of mathematics in a professional activity, classes regards and contents in the life, students developing at mathematics in Young and Adults Education and comparison between mathematics in regular school and in Young and Adults Education. The results shows that were various reasons of school evasion these students, but the mathematics had a portion of contribution, suggesting that some attitudes can support the persistence of this students in class, becoming then subjects of teachinglearning process. Moreover, it can deduce that is necessary reconsider the way of mathematics is developed in class, and a new way of looking must be constituted in order to these students wich carry experiences and self intentions of learning, in order to school failure do not repercussions and consequently do not contributes to school evasion or even teaching-learning exclusion |
