Relações entre práticas de numeramento mobilizadas e em constituição nas interações entre os sujeitos da educação de jovens e adultos

Abstract

In this work, we analyze relationships between numeracy practices, which establish and are established in interactions between subjects of Youth and Adult Education (YAE), with the intent of understanding how numeracy practices are mobilized and constituted in numeracy events that take place in YAE classrooms. Such practices were detected in the dialogues between learners and educators in a city public school in Belo Horizonte, at the level corresponding to the second segment of Elementary Education. In this school, the Politico- Pedagogical Proposal for YAE Elementary Education is organized by means of work projects. The concept of numeracy events and practices were delineated, taking as reference, field studies of Literacy and Mathematics Education, especially Ethnomathematics. The analysis undertaken on the mobilization/constitution of numeracy practices, which is understood as a discursive phenomenon, considers the sociocultural dimension of numeracy and seeks to identify, through the analysis of numeracy practices, the pragmatic intentions, discourses, and positions assumed by the subjects in the interactions that take place in the YAE classroom. We seek to make evident, in particular, the intentions, motivations, and expectations of the young and adult learners that contribute the establishment of such relationships, basing them on field studies of Youth and Adult Education, especially in the Mathematics Education of Youths and Adults.