Las concepciones que basan EJA: consonancias y disonancias en la enseñanza de las matemáticas
This article discusses the teaching of mathematics in the Technician Administration course in PROEJA [Brazilian National Program for the Integration between Professional and Basic Education at theYouth and Adult Education Modality] offered at Federal Institute of Maranhão - Campus Santa Inês (CSI)....
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Recursos: | Universidade Federal do Maranhão (UFMA) |
| Repositorio: | Cadernos de Pesquisa (Pró-Reitoria de Pesquisa e Pós-Graduação, Universidade Federal do Maranhão. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs2.periodicoseletronicos.ufma.br:article/23509 |
| Acesso em linha: | https://periodicoseletronicos.ufma.br/index.php/cadernosdepesquisa/article/view/23509 |
| Access Level: | acceso abierto |
| Palavra-chave: | mathematics teaching conceptions EJA discursive semiotics ensino de matemática concepções semiótica discursiva enseñanza de las matemáticas concepciones |
| Resumo: | This article discusses the teaching of mathematics in the Technician Administration course in PROEJA [Brazilian National Program for the Integration between Professional and Basic Education at theYouth and Adult Education Modality] offered at Federal Institute of Maranhão - Campus Santa Inês (CSI). The main objective of the study was to present the conceptions present in the program based on the discourses materialized in the Pedagogical Political Project (PPC) and the discourses of teachers who teach mathematics, in order to answer our two guiding questions: i) what conceptions support the project; and, ii) is it in line or in dissonance with the mathematics teaching developed in the classroom during the course? The main theoretical framework was Gadotti (2011), Freire (1967), Ciavatta (2014), Fonseca (2020), Barbosa (2017), Arroyo (2005). The methodology used was a qualitative approach, through discursive semiotic analysis based on Greimas (1973, 1979), Fiorin (2018, 2019), Barros (2007) and Leite (2014), considering three instruments of data production: a) the PPC of the course. b) semi-structured interviews; and c) participant observation. The subjects participating in the research were four teachers who teach mathematics at PROEJA/CSI. As a result, we observed the existence of dissonances between the discourse of teachers who teach mathematics and the conception present in PROEJA/CSI PPC, which directly reflects on the pedagogical practices of these professionals. |
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