The initial perception of Ethnomatematics in teaching PROEJA in two professional contexts
DOI:
https://doi.org/10.5007/1981-1322.2020.e67675Abstract
This article aims to present the preliminary results of research in development, in the area of Mathematics Education by the University of Minho (Portugal). A case study is carried out in two professional contexts, with a bias on Ethnomathematics in two courses of the PROEJA teaching modality: Building Technician and Recycling Technician, from the Federal Institute of Brasília. Checking the use of informal knowledge in the professions of some students who work in civil construction and recyclable material collectors. The objective of the investigation is to investigate the effect of a didactic intervention that contemplates the mathematical knowledge acquired by PROEJA students in professional activities in learning mathematics. Based on the qualitative methodology, through a case study, data were obtained by observation, questioning, records, reports and audiovisual resources. The preliminary results identified the absence of Ethnomathematics in the teaching practice and, it was observed in the analysis of the reports of the 12 students of the Technical course in Buildings, that 7 of them work in civil construction, and only 4 described the use of informal mathematics in work activities. Regarding the results of the Technical Course in Recycling, 12 students took part in the investigation, 6 of them work as shed pickers and identified the use of mathematics, in a limited way. It is noteworthy that there was no criterion for the total number of students in both courses.References
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