Esse é o meu lugar... esse não é o meu lugar: relações geracionais e práticas de numeramento na Escola de EJA

Abstract

This thesis discusses the discomfort of the youth and adults, students of the Youths and Adults'Education Program (EJA), in establishing the school as their place. Such discomfort is caught in the numeracy practices that are forged in situations of teaching and learning mathematics in school for the youth and adults. The research subjects are young people between 14 and 23 years old and adults aged between 24 and 65, students of the second segment of Elementary Education program for Youths and Adults in a public school in the city of Rio de Janeiro, Brazil. The research undertaken is qualitative and its empirical data were obtained,from observation and audio recordings of lecturesin classes of the second segment of the school of adult education; individual and collective interviews with young and adult students and teachers from the observed classes; and on the analysis of several registers made by these subjects in a situation of teaching and learning mathematics in school. We seek to understand the meanings of the numeracy practices and generational relations in the youth and adult school, configured in the subject's positions in relation to his or her sense of belonging and inclusion in the school environment {this is my place....this is not my place), engaging , authors and theories from the sociology of the youth, psychology, mathematics education, literacy and numeracy, generational relations and also from pedagogical studies which emphasize the constitution of the school and the student.