Aplicabilidade das tecnologias digitais da informação e comunicação na EJA: uma proposta construcionista no tratamento da informação com o uso da planilha eletrônica

Abstract

This study presents a proposal for teaching mathematics in Youth and Adult Education, involving the field of information processing, aligned with the application of Digital Information and Communication Technologies (DICT). The guiding question of the research was: how can the use of Digital Information and Communication Technologies, supported by the spreadsheet application, significantly contribute to mathematics learning in the Youth and Adult Education (EJA) teaching modality? This is an explanatory study with a predominantly qualitative approach, using the principles of action research as a methodological framework. The research was conducted with 10 students belonging to the second segment of EJA (EJA 3 and EJA 4) in a municipal school in Fortaleza. The general objective was to develop and implement a didactic sequence based on Parpet's (1986) constructionism for teaching mathematics in the statistical thematic unit, using the spreadsheet application as an articulating element of content. For data analysis, some concepts from content analysis were adopted from Bardin's (2 11) perspective, and the normalized gain of Hake (1998) was used to compare the quantitative data collected in the diagnostic and final assessments, indicating a significant average learning gain. Students' perceptions of the Didactic Sequence (DS) were collected through a structured questionnaire using a Likert scale. The results of the average ranking (MR) analysis demonstrated high acceptance rates and indicated high levels of agreement among participants. As an Educational Product (EP), an electronic guide in the form of a website containing the didactic sequence, based on the principles of constructionism, was developed as an alternative in mathematics teaching. It is hoped that this research will contribute in an articulated way to teacher training, promoting knowledge that respects the knowledge and specificities of EJA students as an experience in teaching mathematics as a whole.