EMPREENDEDORISMO E APRENDIZAGEM DE MATEMÁTICA EM UM CONTEXTO DE VULNERABILIDADE SOCIAL

Abstract

Young people in vulnerable situations face several barriers to entering the labor market, which reinforces the cycle of poverty in which they are inserted. In addition to these barriers and difficulties, the issue of young people's lack of interest in the formal school curriculum and its applicability to real problems, making them not recognize the importance of learning Mathematics. This perception has generated indifference on the part of young people in relation to this curricular component, leading them to frustration and the perception of inability to solve everyday problems that involve or depend on Mathematics. Considering the profile of young people in situations of social vulnerability, their difficulties and doubts about the future and their careers, this research is inserted in the context of young high school students, with a focus on investigating the motivation and engagement of these young people in projects and activities that favor the learning of Mathematics in a practical context. In this scenario, we follow and observe the conduct of innovation and entrepreneurship projects, whose application has developed skills to reflect and act in the context of social, cultural and technological transformations in the daily lives of young people, learning notions of entrepreneurship and using elements of Mathematics to build projects, emphasizing the character of autonomy in the search for solutions, engagement and interest of young people.

Keywords: Social Entrepreneurship, Mathematics Learning, Social Representations.