Textos de outros contextos: Contribuições para o ensino de Matemática na Educação de Jovens e Adultos

• Ano de defesa: 2019
• Autor(a) principal: Souza, Maria Islany Caetano de
• Orientador(a): Almeida, José Joelson Pimentel de
• Banca de defesa: Castro, Paula Almeida de, Silveira, Alessandro Frederico da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: Brasil
• Palavras-chave em Português: Educação de jovens e adultos - EJA; Ensino de Matemática; Dialogismo; Matemática financeira
• Palavras-chave em Inglês: Dialogism; Youth and Adult Education
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://tede.bc.uepb.edu.br/jspui/handle/tede/4238

In this research we analyze the use of texts from other contexts, non-mathematical texts, in activities proposed in a textbook indicated for Education of Youngsters and Adults. As the research objective, we seek to investigate the extent to which these texts, which are not usually scheduled for mathematics classes, contribute to the formation of these subjects, facilitate the construction of a social-critical view, and develop the capacity to establish critical inferences about their function in society. Our corpus of analysis is constituted by a chapter of the book of the EJATEC, program of the State Secretariat of Education of Paraíba, whose purpose would be to attend students of the final years of Elementary and Middle School, providing regular and professional education. Our research is about textbook analysis, more specifically a chapter dealing with Financial Mathematics. For the analysis of data, we established three categories: Texts that can contribute to the development of a critical eye; Appeal to references of everyday life through vocabulary and reference only to school mathematics. We use these categories to classify the statements (Chapter Opening, Presentation of the sections and Exercises) present in the analyzed chapter. We elaborated an Educational Product, the result of our research, characterized as a Didactic Proposal, containing texts that are not typical of Mathematics classes in order to enable an appropriate learning of Financial Mathematics. The realization of this research made us realize that the adequate use of textual genres for the teaching of Mathematics in Youth and Adult Education, specifically in the content of Financial Mathematics, can be efficient to allow the expansion of knowledge that goes beyond the limits of Mathematics itself.