Um estudo de caso sobre uma possibilidade para o ensino de Matemática na EJA juvenilizada

Abstract

This work belongs to the field of Mathematics Education in Adult Education (EJA), which in recent years has been undergoing a significant change of its subjects, through the entry of adolescents starting from 15 years old, a phenomenon that has been called juvenization or rejuvenation. This phenomenon has changed the daily life of the classroom and the relationships established among the subjects that occupy this space, historically directed at an adult audience. The aim of this study is to investigate alternative approaches to the teaching of Mathematics at EJA nowadays. A teaching sequence was developed to conduct the research with a class of EJA in a public school in a district of the city of Pelotas, through the Mathematical Modeling, which worked the concepts of perimeter and area in view of the significant learning content . I chose the qualitative approach to weave the research, the case study as a methodology and observation, interviews and documentary research as instruments of data collection. The research corpus, captured by these instruments was analyzed and interpreted through Textual Discourse Analysis, to suit a qualitative approach. The results indicated that Mathematical Modeling can be a way to work with mathematical knowledge, since it embraces elements of everyday life, allowing the student to realize the significance of this knowledge and sense in the context of their lives. However, because it is a different way of teaching which requires the student to abandon the silence, it is necessary an appropriate adjustment of the student to that methodology, so that he becomes the artisan of his training, and may rely on the guidance and aid of the teacher whenever necessary. The main theoretical and authors that support this work are: Paulo Freire, David Ausubel, Bernard Charlot, Rodney Bassanezi, Álvaro Vieira Pinto, among others.