Banca de DEFESA: MARIA CELÉZIA MENDES LEAL

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : MARIA CELÉZIA MENDES LEAL
DATA : 23/03/2023
HORA: 09:00
LOCAL: BARRA DO BUGRES
TÍTULO:

THE TEACHING PRACTICE IN THE TEACHING OF MATHEMATICS IN YOUTH AND ADULT EDUCATION (EJA) IN THE MUNICIPALITY OF DENISE – MT

PALAVRAS-CHAVES:

Teaching Mathematics; EJA; Teacher training.

PÁGINAS: 120
GRANDE ÁREA: Outra
ÁREA: Ensino
RESUMO:

The present work contemplates an investigation developed in the Stricto Sensu Graduate Program in Teaching Science and Mathematics –PPGEM, of the State University of Mato Grosso-UNEMAT, Campus of Barra do Bugres-MT. The research is justified in view of the peculiarity granted to teaching aimed at Youth and Adult Education (EJA), which is based on the repairing, equalizing and qualifying functions, thus requiring an adequate approach, and also the need for reflections, considering the reality of the school context in which, unlike other forms of basic education, it is known that most teachers did not have this theme, EJA, as a curricular component in initial training; there are rare moments of training and reflection in the school environment and there are still difficulties related to the availability of appropriate pedagogical resources. In this sense, this investigation had as its main objective to study the teaching practice, through the reports, developed in the teaching of Mathematics in Youth and Adult Education (EJA) in the municipality of Denise - MT, and as specific: to identify the main difficulties, as well as the advances and improvements found by the professors in the teaching of Mathematics, in this modality; analyze how teachers perceive and develop the teaching practice of this curricular component; verify the training needs of teachers. With a qualitative approach, the research was descriptive, data collection took place through semi-structured interviews and the analysis was anchored in Severino's Interpretive Analysis (2007). Therefore, the investigation had the participation of six teachers who worked or were working in that modality, in this curricular component, all of them female.In view of the studies, it can be concluded that the teachers did not have specific training for EJA in initial training and consider it important that such topics are addressed more frequently in the school context. The data also pointed out that issues such as the lack of appropriate didactic material and the difference in age are factors that hinder the teaching practice, however, they reported using as overcoming strategies, the adequacy of the available materials through the search and appreciation of pertinent questions. and related to the daily lives of their students. In this sense, dialogue with colleagues was an important tool for developing teaching methodologies. It can also be verified that the teachers perceive differences between the treatment offered to Regular Education and EJA, and that they have the knowledge that the teaching of Mathematics, in this modality, can contribute directly in the context of the students, in relation to the promotion of social equality, job opportunities and relationships in society. Therefore, in view of the results arising from the reports, we can conclude that the teaching practice in EJA, in the context under study, has been constituted over the lived and shared experiences and in the relationship with the students and their life trajectories. Therefore, it is believed that public policies are needed that recognize the needs of this teaching modality, that can meet its specificities, offering training, adequate teaching materials and the appreciation of the EJA professional.

MEMBROS DA BANCA:
Presidente - 121144002 - CLÁUDIA LANDIN NEGREIROS
Interno - 376.533.001-97 - JAIR LOPES JUNIOR - USP
Externo à Instituição - RUTE CRISTINA DOMINGOS DA PALMA - UFMT