Abstract

ANDRADE, Eliane Lopes Werneck de  and  FANTINATO, Maria Cecilia de Castello Branco. Mathematical conceptions that forge the ensino médio programa nova EJA. Rev. Exitus [online]. 2017, vol.7, n.3, pp.88-114.  Epub May 21, 2019. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2017v7n3id350.

This article presents part of the results of a master’s thesis, defended in 2016, in which, we sought to discuss how the processes of learning in mathematics in High School in the NOVA EJA Program are experienced. The context in which these processes take place is the public policy of acceleration and learning, called NOVA EJA, implemented in Rio de Janeiro since 2013. For this reason, we investigated if and how the methodology of the program promotes the valorization of experiential mathematical knowledge, from students’ social practices. The purpose of this article is to analyze the conceptions of mathematics that permeate the digital material of the program. Theoretical studies in Education and Mathematics Education are the basis for our qualitative research, which broadened our focus on the discourses contained in official documents and in the educational policies directed to young people and adults. Observations were also made in Mathematics classes of this program, in a state school, as well as interviews with five students. The analysis of the data allowed us to deduce that the conception that passes through the teaching method offered, including the material made available to teachers and students can lead the teachers to think about the students of the program in an infantilized way and as marginal subjects of their own social practices.

Keywords : Adult Education; Mathematical Education; Educational Politics.

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