Letramento e matemática na EJA: desenvolvendo uma sequência didática para o ciclo II

Abstract

This research aimed to develop a didactic sequence proposal addressing linguistic and mathematical literacy in the EJA Cycle II class, which took place in a public education institution, in Quilombola and in the countryside, in the city of João Pessoa - Paraíba. To support our research, we used current curriculum documents, such as: National Common Curricular Base - BNCC (BRASIL, 2017), in the Paraíba Curriculum References (PARAÍBA, 2010), among others, as well as some authors such as Arroyo (2011), Soares (1998) and Farias, Azerêdo and Rêgo (2016). The methodology adopted in the study was characterized by being a descriptive research, of the action research type regarding the acquisition and analysis of data. Participated in the study 17 students enrolled in the class of cycle II of the EJA modality of a public school in the periphery of the city of João Pessoa, which serves the rural and quilombola community of the region. The action methodology was structured in the following stages: diagnosis of the participants through a questionnaire, preparation of the didactic sequence and execution of this didactic sequence. The analysis of the field research revealed that the majority of individuals belonging to the class are not at the level of linguistic or mathematical literacy expected for the cycle, but show interest in learning in both areas of teaching. We found that they are very participative individuals, even with great difficulties in reading, writing and understanding texts, which consequently falls on mathematics since we use problem situations. The lack of didactic materials for educational support is also evident and contributes to aggravate students' difficulties. We conclude that the teaching of mathematics in cycle II, needs more attention from everyone involved in education, since the EJA modality that has always been neglected by the education systems in our region.