A manifestação dos obstáculos epistemológicos nas dinâmicas das aulas de matemática da educação de jovens e adultos (EJA)

• Autor(a) principal: Paula, Maurício de [UNESP]
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/203479; http://www.athena.biblioteca.unesp.br/exlibris/bd/capelo/2019-06-25/000915853.pdf
• topic: Matemática - Estudo e ensino; Epistemologia; Educação de adultos; Mathematics Study and teaching

This work aimed to identify what, in the classroom dynamics of the EJA (Youngster and Adult Education) classroom, manifests itself as an epistemological obstacle to mathematical knowledge. For this, we base our studies in the literature, mainly in the work of Gaston Bachelard (1938), so that we understand what these epistemological obstacles. We also turn to scientific articles and official documents to understand how the Education of Youngster and Adults is and how are Education Mathematics of Youngster and Adults. The theoretical exploration gave us subsidies for, in a phenomenological posture, to accompany the mathematics class of the EJA. We experience the situations proposed by the teacher, we record classes and, in transcribing this experience, we organize the significant scenes. In a movement of analysis they were perceived convergences and divergences that allowed the constitution of open categories. We name them learning math in EJA and teaching math in EJA. From the discussion of what in these categories was relevant to the understanding of the discussion we understand that there are several obstacles to mathematical learning that manifest themselves in different ways, and should be the object of teacher attention