As Implicações dos saberes matemáticos cotidianos com os saberes construídos na educação de jovens, adultos e idosos: um estudo de caso em uma escola do município de Amargosa-BA

Abstract

The present Work of Conclusion of Course presents a brief reflection on the implications of everyday mathematical knowledge with the knowledge built in Young Adult and Elderly Education: a case study at a school in the municipality of Amargosa-Ba. The main objective of the study was to analyze how the mathematical knowledge constructed in the daily life of young people, adults and the elderly are used in school practices in order to perceive its impacts on the learning process. . The empirical reference is a school of the municipal network that attends to a public belonging to the popular classes. This research was of a qualitative approach, of the type of case study and we used as techniques for data collection, participatory observation, semistructured interview (performed with students, teacher). We used as main theoretical bases for the realization of this research the following authors: Arroyo (2007), Freire (1996), e Haddad e Di Pierro (2013), Haddad (2000), (Gadotti 2002), D´Ambrosio (2007,2009), Fonseca (2102), Ludke e André (1986), Yin (2005), Marconi e Lakatos (2007), . According to the data collected, it was possible to perceive the immense baggage that the students of EJAI bring with them, especially as far as mathematics is concerned. In addition, we also perceive the importance of the teacher to relate daily knowledge with the students, thus facilitating students' learning. Analyzing the work developed through the reports of the students and teacher, it was possible to verify that their knowledge was used in the classroom, so they acquired greater security in themselves, being evident their perception about the domain of some knowledge and that these were valued In the teaching and learning process.