MATHEMATICS TEACHING IN EJA: DIFFICULTIES AND POSSIBILITIES IN BASIC EDUCATION IN MATO GROSSO

Resumen

This article is an excerpt from the másters thesis, defended in the stricto Sensu Graduate Program in Science and Mathematics Teaching-PPGECM, Universidade do Estado de Mato Grosso-UNEMAT - Campus XXX, whose objective was to identify the main difficulties encountered in teaching practice in EJA, in Mathematics Teaching. Therefore, the methodological paths were contemplated with the qualitative approach, through descriptive research, in which the semi-structured interview was used for the production of data and the interpretative analysis of Severino (2007), for the understanding of the reports, of six teachers who worked or were working in EJA, in a school in the interior of Mato Grosso. Following this, the analysis of the results and then the final considerations are made available. In view of the investigation, it was found that all the teachers who participated in the research did not have, in the initial training, themes related to EJA and pointed out, the main difficulties encountered in teaching this curricular component were the lack of adequate pedagogical material for this modality of teaching; the difficulty in adapting the objects of knowledge to the reality of the students and the age differences between the students enrolled in the same EJA class. Therefore, we understand that this type of Education has its peculiarities and needs guaranteed in documents and legislation. However, this investigation led us to realize that the reality of EJA is presented with a shortage of initial training and lack of necessary investments that make the work of teachers who work in this modality of Basic Education considerably difficult.

Palabras-clave: Mathematics Education; Youth and Adult Education; Initial Teacher Training