Práticas de numeramento, conhecimentos escolares e cotidianos em uma turma de ensino médio da educação de pessoas jovens e adultas

Abstract

In this dissertation, we analyze the relationship between school mathematical knowledge and daily knowledge and the positions that these individuals assume in the interactions that happen in the Mathematics classroom in a class of high school of EJA. Students of Education Youths and Adults People explain the relationship. The high school, such as final stage of basic education, offers a formal approach to mathematical knowledge. It tends to generate some tension in acquaintanceship of concern to bring to dynamics classroom students experience, knowledge, ways of knowing and a responsibility is assigned to school. It facilitates access to mathematical knowledge more identified with the academic format. This tension can be evident when experienced in high school of EJA. This research intends to examine this tension using theoretical content of studies about numeracy, as well as the work of Paulo Freire, mainly the socio-cultural dimension of mathematical practices and the relationship between daily and school knowledge,. We identify practices of numeracy mobilized by subjects discussing about values, beliefs, strategies, evaluation criteria, behavior patterns and students representations in relation of mathematics and to learn mathematics in school. The events analysis observed in a classroom of high school of EJA. Therefore, we intend to contribute EJA educators glimpse the educational potential of exploitation these tensions considering the students as individuals and respecting their ideas and their demands, their beliefs and their misgivings, their goals and their reasons, their expectations and their desires.