Uma análise de estudos envolvendo Etnomatemática no Ensino de Jovens e Adultos

Abstract

This dissertation sought, through the Ethnomathematics Program, methodologies for conducting Mathematics classes in the Teaching of Youth and Adults. The work was justified by the challenges that EJA modality imposes in the academic formation to face them and, specifically, the Mathematics discipline concentrates obstacles for the student's development.Given this, how to approach school Mathematics content that can meet the daily demands of students of Youth and Adults Education? Thus, the objective was to analyze research from the last five years (2016 – 2020) on Ethnomathematics in the EJA modality to observe the applicability and effectiveness of using Ethnomathematics concepts. The bibliographic research aimed to find theses and dissertations that applied the concepts of the Ethnomathematics Program in Youth and Adult Education. To obtain a theoretical basis, a brief history of Brazilian education, focusing on the EJA modality, a study on popular education was carried out, which provided subsidies in the evaluation of problems in adult education. But the deeping of Ethnomathematics occurred with the contribution of the authors Ubiratan D'Ambrosio, Maria Cecília Fantinato, Darlinda Moreira, Sandra Matos, Sebastiani Ferreira and Sônia Maria de Vargas. When analyzing the studies that the research provided, it was possible to see the importance of contextualizing mathematical content for students with old age. The works showed ways to make classes more accessible to students. With the development of the study, the role of the teacher proved to be still essential. For even suffering from the loss of autonomy, the professional can reinvent yourself in the face of new methodologies and offer your students significant contributions to their daily lives.