Grandezas e medidas: uma perspectiva da matemática na construção de conceitos de estudantes do PROEJA em instituição pública

Abstract

Considering the social role of educating for citizenship and democratic life, Mathematics Teaching cannot be restricted to the knowledge of the conceptual and procedural contents of the area. The objective of this work was to analyze how a group from PROEJA, from a public institution, builds concepts of magnitudes and measures linked to geometric aspects in the discussion of mathematics. The methodology used in this research had the character of an exploratory study, of the action research type, with a descriptive character of mathematics teaching. For this, a questionnaire with the socioeconomic and cognitive theme was applied, in addition to a didactic sequence composed of the contents of geometry, magnitudes and measures, divided into activities about numbers in the daily context, application of Euler's spirolateral resource, definition of plane figures and knowledge of area and perimeter of plane figures. As for the results, all participants and students were women, 75% of them over 25 years old and with children, 62.5% had already finished high school, and currently surviving on less than 1 minimum wage. As for the didactic sequence applied, two students had difficulty following the activities, due to lack of interest, inattention or lack of knowledge, in addition to difficulty using measuring instruments, such as the ruler and conducting the summation to obtain the perimeter. In view of the records followed, it becomes relevant to conduct future studies to expand this research and apply active technologies through the use of the wordwall platform and the geogebra software to achieve new BNCC skills aimed at high school, especially for the EJA modality.