METHODOLOGICAL STRATEGIES IN MATHEMATICS TEACHING IN EJA: WHAT DO SOME RESEARCH REVEALS?

Abstract

In recent years, Youth and Adult Education (EJA) has been an increasingly recurrent theme in educational publications and events, driven by the actions of the Ministry of Education (MEC). This learning style comprises the permanent organization category of national education and has specific functions and objectives. As stated in article 38 of LDB/1996, students enrolled in EJA are entitled to study equivalent to those of subjects who always had access to school and remained there. In view of the above, the present study has the following problem question: “What do some researches reveal about methodological strategies in the teaching of Mathematics in EJA?”. And as a general objective: to carry out a study to better understand the methodological strategies in the teaching of Mathematics in EJA. In order to provide the most accurate information possible, the study employed an investigative approach that examined the history of this audience in detail. Collecting and analyzing all appropriate data allowed us to conclude with this research that Mathematics teachers who teach in EJA make the process of detailing and implementing the pedagogical proposal to promote the appreciation of these students through the contextualization of their classes from the situations problem involving mathematical concepts already faced by students in their daily lives.