Práticas docentes no contexto da Educação Matemática de jovens e adultos

• Autor(a) principal: Melo, Júlio César de Resende
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFLA
• Texto Completo: http://repositorio.ufla.br/jspui/handle/1/46548
• topic: Educação matemática; Desafios na docência; Formação de professores; Matemática - Ensino; Mathematical education; Challenges in teaching; Teacher training; Mathematics - Teaching; Matemática

Dealing with the heterogeneity of students, from different cultural, social, economic, ethnic or religious backgrounds, is a challenge that mathematics teachers go through to develop their daily pedagogical work. Such teaching anxiety becomes even more recurrent when we refer to Youth and Adult Education (EJA), due to the fact that the classes also have different age groups and different extra-school professional experiences. Under this bias, identify and list teaching strategies, associated with the vicissitude of the classroom, employed by teachers in EJA Mathematics classes. This is a qualitative study that was carried out with four teachers of Mathematics from the public school in a town in the interior of Minas Gerais who teach in EJA classes. Were analyzed: 1) Experience reports of teachers; 2) Semi-structured interview and 3) Researcher's logbook. For the analysis of the data ‘Content Analysis’ was used, through an interpretive-comprehensive perspective of the data. From the results, twenty-five strategies of these teachers were emphasized, which can serve as a reference and inspiration to others teachers who already teach or will teach in classrooms of young people and adults. Through the elucidation of all strategies, we can see that, even in the midst of the challenges and uncertainties of pedagogical practice, each participant of this research daily searches for a particular way to develop the learning of the young and / or adult public that make up the classes they teach; aiming at valuing and respecting the diversity present, but not exclusive, in these classes. Among these strategies used, we highlight the priority of non-hierarchical dialogue in classes, giving up the use of written assessments, having flexibility in fulfilling the syllabus and using life experiences as a trigger for the construction of school knowledge.