Atividades propostas por professoras(es) de matemática de uma turma de Educação de Jovens e Adultos do Campo no Semiárido Paraibano.

Abstract

The general objective of the research was to analyze the activities proposed by Mathematics teachers in a Youth and Adult Education (EJA) class at a rural school in the Semiarid region of Paraíba, with a view to establishing relationships with the socio-political context of the students. EJA aims to guarantee the rights of people who did not have access to school during childhood and adolescence. To this end, it is necessary to develop mathematical activities contextualized to the experiences and way of life of young, adult and elderly students. The study was developed based on the following central questions: what activities are proposed by teachers who teach Mathematics in EJA classes in a school in the Semiarid countryside? What relationships are established between mathematical activities and the sociopolitical context of EJA Campo students? In this sense, we developed qualitative research in a rural school in the municipality of Monteiro – PB, which offers EJA Campo classes. To this end, we used semi-structured interviews and document analysis as data production instruments. The study points out that the teacher, a research participant, presents challenges regarding the contextualization of mathematics teaching from the perspective of coexistence with the Semiarid region. However, the activities analyzed open possibilities to establish a relationship with the students' sociopolitical context, such as studying the related function associated with agrarian measurement units commonly used by farmers when planting corn in semi-arid territories.