O ensino da matemática nos cursos semipresencias da educação de jovens e adultos na Paraíba

Abstract

The present work was carried out through research with the objective of analyzing the teaching of mathematics in blended courses in Youth and Adult Education. A theoretical framework was created based on official guiding documents and authors such as Fonseca (2012), Freire (1987, 1999), D’Ambrósio (2012), who contributed significantly to the evolution of EJA, among other authors. The research was carried out with six mathematics teachers from the EEEFM of EJA Professor Geraldo Lafayette Bezerra, located in this capital, who work in the EJA Blended Courses. The research was methodologically classified as descriptive and a qualitative approach was carried out. The research instrument used was a questionnaire composed of closed questions. The profile found was male teachers, over 40 years old, with a specialist title and considerable teaching experience. The study points out that teachers report difficulties in teaching mathematics in these courses, even though they recognize that the pedagogical organization helps in teaching mathematics. The result of the study found that teachers carry out planning frequently and follow the guidelines proposed by the operational guidelines, but they need continued training to overcome the weaknesses that exist in this format, considering that the responsible bodies do not regularly offer training aimed at EJA Semi-presential.