Do PEJA ao CREJA, cartuns e afetos nas aulas à distância de matemática

• Ano de defesa: 2015
• Autor(a) principal: Rocha Filho, Américo Homem da
• Orientador(a): Goulart, Paulo Sergio Sgarbi
• Banca de defesa: Oliveira, Rosana de , Dantas, Regina Maria Macedo Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação
• País: BR
• Palavras-chave em Português: EJA; EAD; Educação a distância; Educação de jovens e adultos; Ensino de matemática; Cartuns; Afetividade
• Palavras-chave em Inglês: Mathematics Education; Adult Education; Distance Learning; Cartoon Affect
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://www.bdtd.uerj.br/handle/1/10688

This research aims to analyse the importance of using cartoons in mathematics lessons as a means to strengthen affective bonds between students and teachers in the distance education of adult learners, in the Municipal Centre of Reference of Adult Education (known by the Portuguese acronym CREJA), located in Rio de Janeiro, Brazil. To situate CREJA in context, I summarise the history of adult education in the city of Rio de Janeiro until the days of CREJA. Furthermore, I delineate a brief time-line of distance learning in Brazil as a whole. As a theoretical framework, I make use of studies in school daily life, with all its problems, beauty and contradictions. The discussions on affect begin by tackling the question of affect in education, followed by affect in adult education. The exposition goes on to address affect in distance learning, and concludes with affect in the practice of distance learning specific to CREJA, demonstrating how these affective relationships are formed. After that, I show that the cartoon, as a language of humour rife with potential to critique and observe the reality of daily life, can be employed in education, as an aid in the the process of teaching-learning. Finally, I conclude by showing how cartoons are brought into my own maths classes at CREJA, with my distance education learners, and how this has contributed to the continued education process of people after having spent a few years away from school. This demonstrates that these affective bonds, created during the classes with presentations in the maths lessons, where cartoons are used as a basic tool to create this socio-affective environment, have a positive influence in students' performance