Diálogos entre a vida e a matemática na EJA: uma sequência de aulas contextualizadas para o ensino de porcentagens no cotidiano

Abstract

Mathematics teaching in Youth and Adult Education (EJA) requires pedagogical practices that dialogue with students' life experiences, favoring the construction of meaningful learning. In this context, this study aimed to develop and analyze a contextualized lesson sequence for teaching percentages in the daily lives of EJA students. The research was conducted in a municipal public school in Pedro Régis–PB, adopting a qualitative, exploratory approach through a case study. Data production occurred during a diagnostic activity and the application of the lesson sequence, utilizing observations recorded in a field diary, photographic records, and students' productions as analysis instruments. The lessons were organized around situations present in the participants' daily lives, involving purchases, discounts, change, profit, and loss, with the purpose of bringing the concept of percentage closer to the students' experiences. Data analysis showed that the contextualization of activities favored participation, dialogue, the appreciation of prior knowledge, and the development of different resolution strategies, contributing to a more meaningful understanding of percentages. It is concluded that the lesson sequence enabled students to relate mathematical knowledge to situations experienced in their daily lives, strengthening their autonomy and participation in the learning process.