PRÁTICAS DOCENTES EM MATEMÁTICA NA EJA DO INTERIOR DO CEARÁ

Abstract

This article presents the results of a Master's degree in Education research that focused on the Youth, Adult and Elderly Education (EJA) modality. With it, we aim to discuss the factors that influence the construction of teaching practices of teachers who teach Mathematics in EJA in a city in the state of Ceará. We used narratives as data construction instruments, which were collected through interviews with five teachers, whose materials we analyzed in the light of Discursive Textual Analysis. The results indicate that teaching practices are represented as planned actions with the pedagogical intention of articulating the realities of young people, adults and the elderly, to the curricular contents. The moments of pedagogical planning, teacher training, selection of curricular contents, some teaching materials and the specificities of the students, are some factors that guide the construction of the teaching practices in Mathematics of the teachers. We conclude, therefore, that there is a standardization of the teachers' teaching practices in order to direct their classes to cover the curricular contents. We analyze that this standardization, in addition to involving the factors mentioned, is directed by a sense of curriculum as an organizer of the contents, the curricular structure, as well as its actions in the classroom.

Keywords: Youth and Adult Education. Teaching practices. Mathematics Teaching.