Critical and transformative education in Youth and Adult Education (EJA): a work proposal with Environmental Education in Mathematics teaching

Detalhes bibliográficos
Autor(a) principal: Andrade, Cíntia Cristiane de
Data de Publicação: 2021
Outros Autores: Obara, Ana Tiyomi
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/21537
Resumo: Youth and Adult Education (EJA) is a teaching modality impregnated with dilemmas, but it can become potentially emancipatory and transformative, as advocated by Paulo Freire, with the inclusion of Critical Environmental Education in classes. In this context, this research aimed to understand the impact of interventions in Environmental Education in the teaching of Mathematics through Didactic Sequences, based on Freirian assumptions, with EJA students, in relation to their conceptions about their environmental reality. Thus, we developed a qualitative research, specifically, a case study, with the students of Mathematics – Elementary School II at EJA in the city of Paranavaí - PR. From the analysis of the data obtained with the implementation of the Didactic Sequence "Industrial Revolution, Urbanization Process and its Implications for the Environment", we found that the predominant conception of the Environment among the students was related to "Nature", that is, for them the environment is associated with the presence of forests, animals and plants. Another factor observed was the students' lack of confidence in their ability to resolve activities, which was an obstacle to be overcome daily in the teaching and learning process. Given this context, we conclude that it is extremely relevant for EJA that more actions with this focus are carried out, because when problematizing socio-environmental aspects in the teaching of Mathematics in EJA, in order to value the knowledge and environmental reality of students, the teaching process and learning becomes more meaningful and potentially transformative.
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spelling Critical and transformative education in Youth and Adult Education (EJA): a work proposal with Environmental Education in Mathematics teaching Educación crítica y transformadora en Educación de Jóvenes y Adultos (EJA): una propuesta de trabajo con Educación Ambiental en la enseñanza de las MatemáticasEducação crítica e transformadora na Educação de Jovens e Adultos (EJA): uma proposta de trabalho com a Educação Ambiental no ensino da MatemáticaMathematics educationSocial and environmental issuesTeaching Mathematics at EJA.Educación matemáticaProblemas sociales y ambientalesDocente de Matemáticas en EJA.Educação MatemáticaQuestões SocioambientaisEnsino de Matemática na EJA.Youth and Adult Education (EJA) is a teaching modality impregnated with dilemmas, but it can become potentially emancipatory and transformative, as advocated by Paulo Freire, with the inclusion of Critical Environmental Education in classes. In this context, this research aimed to understand the impact of interventions in Environmental Education in the teaching of Mathematics through Didactic Sequences, based on Freirian assumptions, with EJA students, in relation to their conceptions about their environmental reality. Thus, we developed a qualitative research, specifically, a case study, with the students of Mathematics – Elementary School II at EJA in the city of Paranavaí - PR. From the analysis of the data obtained with the implementation of the Didactic Sequence "Industrial Revolution, Urbanization Process and its Implications for the Environment", we found that the predominant conception of the Environment among the students was related to "Nature", that is, for them the environment is associated with the presence of forests, animals and plants. Another factor observed was the students' lack of confidence in their ability to resolve activities, which was an obstacle to be overcome daily in the teaching and learning process. Given this context, we conclude that it is extremely relevant for EJA that more actions with this focus are carried out, because when problematizing socio-environmental aspects in the teaching of Mathematics in EJA, in order to value the knowledge and environmental reality of students, the teaching process and learning becomes more meaningful and potentially transformative.La Educación de Jóvenes y Adultos (EJA) es una modalidad de enseñanza impregnada de dilemas, pero que puede llegar a ser potencialmente emancipadora y transformadora, como propugna Paulo Freire, con la inclusión de la Educación Crítica Ambiental en el aula. En este contexto, esta investigación tuvo como objetivo comprender el impacto de las intervenciones en Educación Ambiental en la enseñanza de las Matemáticas a través de Secuencias Didácticas, a partir de supuestos freirianos, con estudiantes de EJA, en relación a sus concepciones sobre su realidad ambiental. Así, desarrollamos una investigación cualitativa, específicamente, un estudio de caso, con los estudiantes de Matemáticas - Escuela Primaria II de EJA en la ciudad de Paranavaí - PR. A partir del análisis de los datos obtenidos con la implementación de la Secuencia Didáctica “Revolución Industrial, Proceso de Urbanización y sus Implicaciones para el Medio Ambiente”, encontramos que la concepción del Medio Ambiente predominante entre los estudiantes estaba relacionada con la “Naturaleza”, es decir, para ellos el medio ambiente está asociado a la presencia de bosques, animales y plantas. Otro factor observado fue la falta de confianza de los estudiantes en su capacidad para resolver actividades, lo que fue un obstáculo a superar a diario en el proceso de enseñanza y aprendizaje. Ante este contexto, concluimos que es sumamente relevante para EJA que se realicen más acciones con este enfoque, pues al problematizar aspectos socioambientales en la enseñanza de las Matemáticas en EJA, con el fin de valorar el conocimiento y la realidad ambiental de los estudiantes, el proceso de enseñanza y el aprendizaje se vuelven más significativos y potencialmente transformadores.A Educação de Jovens e Adultos (EJA) é uma modalidade de ensino impregnada de dilemas, mas pode se tornar potencialmente emancipatória e transformadora, conforme preconizava Paulo Freire, a partir da inserção da Educação Ambiental Crítica nas aulas. Neste contexto, a presente pesquisa objetivou compreender o impacto de intervenções em Educação Ambiental no ensino da Matemática mediante Sequências Didáticas, tendo como base nos pressupostos freirianos, junto a alunos da EJA, em relação às suas concepções sobre à sua realidade ambiental. Desse modo desenvolvemos uma pesquisa qualitativa, especificamente, um estudo de caso, com os alunos da disciplina de Matemática – Ensino Fundamental II da EJA do município de Paranavaí - PR. A partir da análise dos dados obtidos com a implementação da Sequência Didática “Revolução Industrial, Processo de Urbanização e suas Implicações para o Meio Ambiente”, constatamos que a concepção de Meio Ambiente predominante entre os alunos relacionava-se à “Natureza”, ou seja, para eles o meio ambiente está associado à presença de florestas, animais e plantas. Outro fator observado foi a falta de confiança dos alunos na sua capacidade de resolução das atividades, a qual foi um obstáculo a ser superado diariamente no processo de ensino e aprendizagem. Diante desse contexto, concluímos que é extremamente relevante para a EJA que mais ações com esse enfoque sejam efetuadas, pois ao problematizar aspectos socioambientais no ensino da Matemática na EJA, de modo a valorizar o conhecimento e a realidade ambiental dos alunos, o processo de ensino e aprendizagem torna-se mais significativo e potencialmente transformador.Research, Society and Development2021-10-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2153710.33448/rsd-v10i13.21537Research, Society and Development; Vol. 10 No. 13; e586101321537Research, Society and Development; Vol. 10 Núm. 13; e586101321537Research, Society and Development; v. 10 n. 13; e5861013215372525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/21537/19256Copyright (c) 2021 Cíntia Cristiane de Andrade; Ana Tiyomi Obarahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessAndrade, Cíntia Cristiane de Obara, Ana Tiyomi 2021-11-21T18:26:28Zoai:ojs.pkp.sfu.ca:article/21537Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:40:56.041375Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Critical and transformative education in Youth and Adult Education (EJA): a work proposal with Environmental Education in Mathematics teaching
Educación crítica y transformadora en Educación de Jóvenes y Adultos (EJA): una propuesta de trabajo con Educación Ambiental en la enseñanza de las Matemáticas
Educação crítica e transformadora na Educação de Jovens e Adultos (EJA): uma proposta de trabalho com a Educação Ambiental no ensino da Matemática
title Critical and transformative education in Youth and Adult Education (EJA): a work proposal with Environmental Education in Mathematics teaching
spellingShingle Critical and transformative education in Youth and Adult Education (EJA): a work proposal with Environmental Education in Mathematics teaching
Andrade, Cíntia Cristiane de
Mathematics education
Social and environmental issues
Teaching Mathematics at EJA.
Educación matemática
Problemas sociales y ambientales
Docente de Matemáticas en EJA.
Educação Matemática
Questões Socioambientais
Ensino de Matemática na EJA.
title_short Critical and transformative education in Youth and Adult Education (EJA): a work proposal with Environmental Education in Mathematics teaching
title_full Critical and transformative education in Youth and Adult Education (EJA): a work proposal with Environmental Education in Mathematics teaching
title_fullStr Critical and transformative education in Youth and Adult Education (EJA): a work proposal with Environmental Education in Mathematics teaching
title_full_unstemmed Critical and transformative education in Youth and Adult Education (EJA): a work proposal with Environmental Education in Mathematics teaching
title_sort Critical and transformative education in Youth and Adult Education (EJA): a work proposal with Environmental Education in Mathematics teaching
author Andrade, Cíntia Cristiane de
author_facet Andrade, Cíntia Cristiane de
Obara, Ana Tiyomi
author_role author
author2 Obara, Ana Tiyomi
author2_role author
dc.contributor.author.fl_str_mv Andrade, Cíntia Cristiane de
Obara, Ana Tiyomi
dc.subject.por.fl_str_mv Mathematics education
Social and environmental issues
Teaching Mathematics at EJA.
Educación matemática
Problemas sociales y ambientales
Docente de Matemáticas en EJA.
Educação Matemática
Questões Socioambientais
Ensino de Matemática na EJA.
topic Mathematics education
Social and environmental issues
Teaching Mathematics at EJA.
Educación matemática
Problemas sociales y ambientales
Docente de Matemáticas en EJA.
Educação Matemática
Questões Socioambientais
Ensino de Matemática na EJA.
description Youth and Adult Education (EJA) is a teaching modality impregnated with dilemmas, but it can become potentially emancipatory and transformative, as advocated by Paulo Freire, with the inclusion of Critical Environmental Education in classes. In this context, this research aimed to understand the impact of interventions in Environmental Education in the teaching of Mathematics through Didactic Sequences, based on Freirian assumptions, with EJA students, in relation to their conceptions about their environmental reality. Thus, we developed a qualitative research, specifically, a case study, with the students of Mathematics – Elementary School II at EJA in the city of Paranavaí - PR. From the analysis of the data obtained with the implementation of the Didactic Sequence "Industrial Revolution, Urbanization Process and its Implications for the Environment", we found that the predominant conception of the Environment among the students was related to "Nature", that is, for them the environment is associated with the presence of forests, animals and plants. Another factor observed was the students' lack of confidence in their ability to resolve activities, which was an obstacle to be overcome daily in the teaching and learning process. Given this context, we conclude that it is extremely relevant for EJA that more actions with this focus are carried out, because when problematizing socio-environmental aspects in the teaching of Mathematics in EJA, in order to value the knowledge and environmental reality of students, the teaching process and learning becomes more meaningful and potentially transformative.
publishDate 2021
dc.date.none.fl_str_mv 2021-10-22
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/21537
10.33448/rsd-v10i13.21537
url https://rsdjournal.org/index.php/rsd/article/view/21537
identifier_str_mv 10.33448/rsd-v10i13.21537
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/21537/19256
dc.rights.driver.fl_str_mv Copyright (c) 2021 Cíntia Cristiane de Andrade; Ana Tiyomi Obara
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Cíntia Cristiane de Andrade; Ana Tiyomi Obara
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 10 No. 13; e586101321537
Research, Society and Development; Vol. 10 Núm. 13; e586101321537
Research, Society and Development; v. 10 n. 13; e586101321537
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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