Representações, valores e procedimentos no ensino e aprendizagem de proporcionalidade em uma turma de 7º ano e em uma turma de EJA

Abstract

paper was elaborated from an empirical material produced through interventions procedures, observations and records of classes where I worked at the same time as a teacher and researcher. The cutouts of texts concerns fragments of interactions that occurred during proportionality teaching and learning situations into two distinct classes: Elementary School 7th year and EJAs second segment. The selected dialogues allow realizing exchanges through which students attribute meanings to school content using representations, values and procedures which can either talk, or getting in conflict with the school knowledge. The comparative analysis allowed identifying the different ways how individuals belonging to distinct social groups are numeracy events in the discursive dynamics of the classroom.