O ensino de matemática na educação de jovens e adultos: análise de uma proposta embasada no trivium proposto por D’Ambrosio na perspectiva do programa etnomatemática

• Autor(a) principal: Santos, Mônica Marra de Oliveira
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000007kjs
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/8552
• topic: Educação de jovens e adultos; Trivium; Programa etnomatemática; Educação matemática; Transdisciplinaridade; Youth and adult education; Trivium; Ethnomathematics program; Mathematics education; Transdisciplinarity; CIENCIAS HUMANAS::EDUCACAO

The purpose of this research is the understanding and contribution of the trivium proposed by D'Ambrosio in order to awaken a rethinking of the curriculum of Mathematics of Youth and Adult Education (EJA), from the perspective of the Ethnomathematics Program. The sobering question of this research is: in what way does the trivium proposed by D'Ambrosio, from the perspective of the Ethnomathematics Program, meet the current formative needs of the EJA? In order to answer such question, the profile of the student of the EJA was investigated of the Polivalente Tributário Henrique Silva School, presenting a rapid insertion of the historicity of the EJA in Brazil, as well as its struggles and achievements. This research presents a chronological and critical analysis of the history of the Ethnomathematics Program, its studies and its applications, as well as an in depth investigation of the aspects of the trivium proposed by D'Ambrosio: literacy, materacy and tecnoracy. To reach the objectives of the research, pedagogical interventions were made in the room of the 1st semester of the EJA High School of a state college, in the city of Goiânia. Regarding the methodology, it is an ethnographic research, whose concern is directed to the holistic and dialectical analysis of the EJA culture and the teaching of Mathematics. Data construction instruments were used: audio recordings of the pedagogical interventions and questionnaires for the Mathematics teacher and the students of the studied college. In this context, the Ethnomathematics Program was designed to teach in the transdisciplinarity scenario, with feasibility and critical use of communicative, analytical and material instruments of the sociocultural context, stimulating the apprehension of complex reality through the articulation of the elements and phenomena that pass between, beyond and across disciplines.