Detalhes bibliográficos
| Ano de defesa: |
2013 |
| Autor(a) principal: |
Sacon, Roberta
 |
| 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: |
Universidade de Passo Fundo
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Educação
|
| País: |
BR
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
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| Link de acesso: |
http://10.0.217.128:8080/jspui/handle/tede/773
|
Resumo: |
This study has as its main goal, to analyze the perspective of the students that study at the Education of Young and Adults about mathematics, developed in this model of education, allowing the following debate: what is the view that students of the senior year of the fundamental school, in the Education of Young and Adults model have about mathematics? The subjects of this research were fourteen students of the T 6 (The last totality of the fundamental school), a core of Education for Youth and Adults, a city located in the northwest of the state of Rio Grande do Sul. This research have a qualitative approach, using as information gathered, a series of questions directed to the students. To the analysis where listed categories, determined a priori, for the objective may be reached. Once those where defined as: the motivations to come back to school, the importance of EJA to the students, the method of teaching mathematics at EJA, teaching at EJA and learning math, the relation between mathematics studied at EJA classroom with the different contexts. The results show that the view that students have about EJA, is far beyond then to recover the lost time, the faster progression and the search for the insertion in the Job market, being at EJA acquires main importance to those students in the moment that it becomes an alternative to those that for some reason where excluded of the regular educational system. In relation to the methodological differences, the students did not pinpoint determinant factors, only highlighted the affection as a differential factor between the two models of teaching, confirming that to be more present at EJA. Also during the research, it become evident that students have attributed their learning to themselves, so, confirming that they will only learn if they are interested and if they are dedicated to the education, another relevant aspect is the fact that, they noticed the mathematics in their most simple day by day actions, proving that mathematics is very important for their daily life |
