O ensino de português e a educação matemática no processo de alfabetização de jovens e adultos: um estudo exploratório.

Abstract

The present research deals with an exploratory study on the teaching of Portuguese and the mathematical education in the process of literacy of young people and adults. The study was carried out at a municipal school in Fortaleza-Ceará, during the experience of the course on Night Pedagogy of the Federal University of Ceará (UFC) in the course of 2017.1. The re-search sought to analyze how the teaching of Portuguese and mathematical education can be approached in order to contribute to the literacy process in a group of Youth and Adult Educa-tion (EJA). To that end, it was necessary, initially, to present a brief history on the Education of Young and Adults in Brazil, based on the studies of Haddad and Di Pierro (2000, 2015) and Di Pierro, Joia and Ribeiro (2001). Next, a documentary examination is done regarding the Portuguese and mathematical contents addressed in the first segment of the EJA and the way in which they should be worked, aiming at literacy, according to the Curriculum Proposal for Youth Education and Adults (BRASIL, 2001). It is also important to highlight the contri-butions of mathematics education to the training of the EJA student during literacy. The methodology used was qualitative research, based on the experience of the internship, which was, to a large extent, a rich field research experience. The experience allowed for relevant reflections on the teaching of Portuguese and mathematics during EJA students' literacy, in addition to highlighting issues related to the precariousness of teaching in this modality. Con-sidering these aspects, the studies carried out have shown that the EJA should be treated ac-cording to the particularities of its public, mainly in relation to its economic and sociocultural context and that the teaching of Portuguese and mathematics in the literacy process cannot neglect the specificities of its students, because in order to make learning content meaningful, a pedagogical work appropriate to these characteristics is necessary. Therefore, it is important to raise these issues by promoting discussions that allow the public and public authorities to be aware of this reality, since access to education can, to a large extent, enable them to be-come more active in the construction of a just and emancipatory society that recognizes the rights of young people and adults to quality education.