Concepções de ensino de matemática e estratégias docentes: uma reflexão a partir do discurso de estudantes da EJA

Abstract

In this paper, we analyze discursive practices of Youth and Adult Education (EJA) students, in mathematics classroom interactions, to subsidize our reflection on the teaching and learning of mathematics and on the pedagogical relations that shape and make them viable. We focus on the discursive positions taken by students and teachers of EJA in relation to conceptions of mathematics and its teaching in school and to the pedagogical strategies adopted in this teaching. Modifications in Mathematics teaching felt and narrated by these students of EJA show us the constitution of teaching and its transformation through the pedagogical relationships established within the school environment. Our analysis points to the complexity of the emotions, knowledge, judgments or prognostics involved in the classroom events, which parameterize the teaching activity and institutes such students and teachers as learning subjects, in school practices and in the ways in which these practices are being constituted, unleashed or repressed, and narrated by these subjects.