Práticas de numeramento e táticas de resistência de estudantes camponeses da EJA, trabalhadores na indústria de confecção

Abstract

The presentwork is based on empirical data obtained from a research we have conducted on students in the Education ofYoung and Adult People (EJA) program, of ages ranging from 16 to 56 years old, who live in the rural region of Pernambuco in the town of Juá, to be more precise , and who work in the production of denim clothing. The object of this research has been toanalyze, in the practices of mathematical literacy teaching in the work, school, and daily activities of these students/workers, the resistance tactics to the dehumanizing actioneffected by work, educational, and social relations characterizedby exploitation and end exclusion. Such tacticscan be identified in mathematical literacy teaching practices which are permeated by attitudes of solidarity, of care, and of predisposition towards learning. In our theoretical foundation, we sought to establish a dialog between diverse fields: of EJA and of studies on mathematicalliteracy teaching; of the theories of Paulo Freire and of experiential formation, and of Rural Education and of Ethnomathematics.The methodology adopted is referenced upon an ethnographic framework which orients the procedures of fieldwork and analysis of empirical data. In this analysis, an effort has been made towards the understanding of the mathematical literacy teaching practices as communicative practices, by conformity to the manner in which the work, school, and daily practices in which the students/workers participate are defined and in which such practices are described by these students/workers practices to which social and tactical value is ascribed, as modes of thinking and living work, the appropriation of knowledge, andsocial relations.