Saberes e fazeres etnomatemáticos presentes na educação de jovens e adultos

• Ano de defesa: 2025
• Autor(a) principal: Klippel, Adriana da Silva
• Orientador(a): Lübeck, Marcos
• Banca de defesa: Fantinato, Maria Cecilia de Castello Branco , Silva, Luciana Del Castanhel Peron d
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Etnomatemática; Matemática; Alfabetização de jovens e adultos; Contextualização; Vivências; Cultura
• Palavras-chave em Inglês: Ethnomathematics; Youth and adult education; Contextualization; Life experiences; Culture
• Área do conhecimento CNPq: EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://tede.unioeste.br/handle/tede/8215

Youth and Adult Education (EJA) in Brazil faces significant challenges, which are deeply rooted in issues related to access to and retention in formal education. These challenges result in a portion of the population having their educational rights restricted due to various socioeconomic and historical factors, preventing them from attending school at the appropriate time. Nevertheless, these individuals strive through resilient and dignified life paths to reclaim the rights previously denied to them. In this context, it is essential that educators working in Youth and Adult Education adopt a pedagogical approach grounded in respect for the life experiences of this group, recognizing and valuing their lived realities as fundamental elements in the teaching and learning process. Iven this scenario, the main objective of this research was to investigate the ethnomathematical knowledge and practices of youth and adults in the early stages of literacy, analyzing how such knowledge can be contextualized and critically addressed in mathematics education. The study is justified by the need to acknowledge and value the cultural and historical knowledge of these individuals, contributing to the development of a more inclusive, equitable, and socially grounded education. The methodological approach adopted is qualitative and exploratory, with an ethnographic focus. The research employed procedures such as participant observation, questionnaires, semi-structured interviews, field diaries, and a literature review relevant to the topic. Data analysis was carried out through an interpretive approach, based on criteria of thick description, in order to capture the complexity of the observed practices. It is hoped that the results of this research will contribute to deepening reflections on the importance of Ethnomathematics in the context of Youth and Adult Education, especially with regard to recognizing and valuing the historical and cultural aspects of those involved. Furthermore, it is expected that this study will provide valuable insights for enhancing the teaching and learning processes of school mathematics, as well as for the training of teachers and researchers committed to a more critical, contextualized, and transformative educational practice.