O trabalho da matemática na EJA: desenvolvendo uma sequência didática para discutir conceitos de adição

Abstract

The present research had as objective to elaborate a didactic sequence to discuss the concept of addition in a group of the Cycle II of the Education of Youth and Adults of a public school, peasantry, in the municipality of João Pessoa-Paraíba. For that, we look at current curricular documents, such as: Common National Curricular Base - BNCC (BRASIL, 2017), in Paraíba Curriculum References (PARAÍBA, 2010), and in some authors such as Arroyo (2011), Van de Walle ( 2009), Ponte (2009) and Farias, Azêredo and Rêgo (2016). The methodology adopted in the study was characterized by being an exploratory research, of the action research type in relation to the acquisition and analysis of data. Participated in the study a teacher responsible for the cycle II of Youth and Adult Education (EJA) who has taught for more than twenty years at EJA. The action methodology was structured in the following stages: application of a questionnaire with 18 students of the class to check previous knowledge about the addition, interview with the conducting teacher, presentation and discussion of a didactic sequence with the teacher and elaboration of a new sequence by classroom teacher. The analysis of the field research revealed that many participating students do not have the necessary knowledge to be in an EJA cycle II class, given that they are not yet literate and do not master the basic concepts of addition. We concluded that the participating teacher, despite having a good academic background and years of teaching experience in this modality, presented resistance in the use of the instrument. Finally, we believe that there is a need for greater discussion of learning basic concepts in mathematics for EJA students in our region.