Concepções de professores sobre ensino e aprendizagem da geometria plana na educação de jovens e adultos dos CEJAs de Cuiabá/MT

Abstract

In the present study we sought to understand the teachers' conceptions about teaching and learning plane geometry in Youth and Adult Education. The research was conducted at the Graduate Program in Education, Education on line in Science and Mathematics Education at the Federal University of Mato Grosso (UFMT), together the Group of Studies and Research in Mathematics Education (GRUEPEM). With the aim of better understanding about the teaching and learning of planar geometry at the Centers for Youth and Adult Education (Cejas) Cuiabá / MT, we were guided by the question: What conceptions math teachers in the 2nd year of 2nd segment reveal about teaching and learning plane geometry in CEJA Cuiabá / MT. O understand the issue regarding EJA and better interpretation of the data, we based on the ideas presented by Freire (1987, 1992, 1996), Ausubel (1968, 1978), Moreira (1999) and Moreira Masini (2001), Paiva (1987), among others. In addition to these theorists use the Law of Guidelines and Bases of National Education (9394/96 - LDBEN), National Curriculum Guidelines (DCNs) Curriculum Proposal for the 2nd segment of Youth and Adults and the Curriculum Guidelines of Mato Grosso. For the development of this research methodology used as a qualitative approach based on Bogdan and Biklen (1994) and Fiorentini and Lorenzato (2006). Data collection was conducted in two state schools in the city of Cuiabá - MT that offer the EJA , the Cejas . The subjects totaled four math teachers who work in the 2nd segment of this type of education , two in each school. As instruments of data collection , we used questionnaires and interviews with teachers , as well as analysis of quarterly schedules and Policy Project (PPP ) of each school . Data analysis consisted of interpretation and triangulation by the recurrence of data collected by different instruments ( questionnaires , interviews and document analysis ) . Apropriamo us the Theory of Meaningful Learning of Ausubel to support the idea that learning occurs significantly to learners when it is taken in considering their previous knowledge , so we identify two categories of analysis, Education and Banking Perspective Perspective Emancipation of Education . Our intention was not ruled to frame subjects in either category, but interpret their statements from their approaches in relation to the teaching and learning of plane geometry. The results of this research show us through their lines, which pass all subjects to a greater or lesser degree, between the two categories of analysis, having large display will Perspective Emancipatory Education. In Political Pedagogical Project - PPP and quarterly plans prepared by teachers found a strong tendency for the Emancipation Education Perspective. Thus, this indicates that the conceptions of teachers in both schools contemplate what the official documents to indicate this type of education, an education that cultivates respect and appreciation acquired through life experience of student learning.