Significados externalizados por alunos da EJA frente à resolução de questões sobre o tema educação financeira

• Ano de defesa: 2020
• Autor(a) principal: Seixas, Geovânia dos Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/26339/001300000vw4m
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação Matemática e Ensino de Física; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Aprendizagem significativa crítica; Mapas conceituais; EJA; Encceja; Critical meaningful learning; Concept maps; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/22486

This Dissertation aims to investigate evidences of significant critical learning in the process of solving activities proposed in the Youth and Adult Education (EJA) modality, involving as theme Financial Education. The research was developed during an academic semester, in Mathematics classes, in a class of the 3rd year of High School at Institute Tiaraju, located in the city of São Sepé/RS. It is based on Marco Antonio Moreira's Theory of Critical Meaningful Learning (TASC), the research has a qualitative character and the methodological procedure adopted was the case study. For data collection it was used a semi-structured questionnaire, a class diary of the teacher-researcher, the textbook adopted by the Institute, questions from the National Examination for the Certification of Competence of Young People and Adults (Encceja), and the conceptual mapping technique developed by Joseph D. Novak as a didactic instrument, learning resource and means of evaluation. In addition to the concept maps, the research used data gathered from four activities, each subdivided into two parts: the first with a selected question from Encceja and the second with complementary questions elaborated by the researcher with the purpose of developing criticality in view of financial situations. At the end of the activities, students developed conceptual maps in order to understand the relationships found between the concepts worked on. From the data collected, evidences of significant critical learning were investigated, observing the principles that guide the theory. The results reveal the importance of working with proposals that seek to highlight the criticality of students, since it was possible to obtain the visualization of meanings arising from their critical positioning, through the development of each activity. It is expected that this study will lead to new researches with this bias, which may be adapted to other teaching modalities.