O processo de ensino e aprendizagem da aritmética na EJA em uma escola pública tocantinense

Abstract

As a component of Basic Education, Mathematics, especially in Youth and Adult Education (YAE), has a relevant role, either in the continuity of studies or in the formation and preparation for life in society. Within this context, arithmetic, with its definitions and properties, presents itself as one of the bases for structuring this knowledge. In this sense, reviewing teaching and curricular practices with an eye to the reality of these students can transform the way they learn and relate to arithmetic and, consequently, to mathematics. The main objective of this research is to know, from the viewpoint of teachers and students, how the teaching-learning process of arithmetic occurs in the Young and Adult Education course (Second Segment) of the Professora Nair Duarte Municipal School, located in Araguatins, Tocantins. Taking into account the objectives, as well as the quantity and characteristics of the participants, a qualitative research was chosen, for understanding that this model would translate the information in a more reliable way and, consequently, a greater proximity with the reality of the facts, helping in the analysis and interpretation of the data. In relation to the technical procedures, detailed studies were carried out on the Mathematics Curricular Proposal of YAE for the Second Segment, besides a documental research, to collect data and information about the school and students, such as structure and functioning, school performance, dropout and educational projects. As an essential part of the research, specific questionnaires with predominantly open questions were used, especially for Mathematics teachers and students in YAE. Such procedures characterize the research as a sample survey, since not all students returned the questionnaires. As a final product, a didactic material was created, in the form of a workbook, focusing on arithmetic, for YAE teachers and students. This workbook uses an accessible and contextualized language, with activities that cover basic and fundamental concepts for structuring arithmetic knowledge through problem solving. It also addresses other themes in the algebraic, geometric, statistical, financial, or probabilistic fields, but with a focus on the teaching and learning of arithmetic. Among some of the findings, according to the teachers, there is no didactic material for Mathematics and particularly for arithmetic for YAE, and they themselves are responsible for selecting the contents to be worked on, that is, they plan, prepare and execute the curriculum to be developed. On the other hand, most students reported that they have difficulties with arithmetic, even though it is the most useful branch of mathematics in their daily lives, according to their statements. Finally, it is necessary to have a pedagogical and didactic proposal, as well as good didactic material based on arithmetic knowledge, thus enabling the student to build new knowledge in mathematics and other sciences.