Banca de DEFESA: ANILDO SOARES FLÔR

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ANILDO SOARES FLÔR
DATE: 25/07/2024
TIME: 09:00
LOCAL: meet.google.com/nzz-ucjt-ift
TITLE:

The teaching in youth and adult education in Rio Grande do Norte (2020–2023): knowledge and practices of mathematics teachers

KEY WORDS:

Mathematics. History of Mathematics teaching. Knowledge and Practices. YAE in Rio Grande do Norte.

PAGES: 235
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Fundamentos da Educação
SPECIALTY: História da Educação
SUMMARY:

This research is part of the history and historiography of Mathematics education, more specifically the history of Youth and Adult Education (YAE) in the state of Rio Grande do Norte from 2020 to 2023. We conducted a historiography based on interviews with sixteen YAE Mathematics teachers in RN, observing their knowledge and practices. We also used documentary analysis of dissertations, theses and official documents on the subject as data collection procedures, and audio recording as a recording technique. Our research question is: How did the teaching of Mathematics in YAE schools in RN take place between 2020 and 2023? The general aim of this thesis is to record the history of Mathematics teaching in YAE schools in RN (2020-2023). We have tried to examine how teachers have acted in the face of the peculiarities of this teaching modality, before and after the Covid 19 pandemic, as well as their academic qualifications over the years. The role of the YAE teachers in the face of the differences - age, social, knowledge - of the pupils is closely linked to the understanding of these particularities, which are a set of objective structures internalised throughout the life of the individual, acquired both collectively and individually. This is why they must play a fundamental role in guiding the actions needed to shape teaching practice in the classroom. In this sense, we have carried out qualitative research, enriched by educational ethnography. In systematising, organising and analysing the information obtained, we have been guided by the principles of Paulo Freire, always seeking to interpret it with sensitivity and empathy. In light of the above, we defend the thesis that teacher training does not provide the necessary knowledge base for teaching Mathematics in the YAE in RN, since teachers end up presenting the content in a simplified and depleted way, without providing in-depth mathematical knowledge. This research shows that the approach to Mathematics was linear, content-focused and repetitive. Despite the teachers' Freirean discourse, which called for practices committed to the students' reality and daily life, this did not happen. The main reason is that this approach requires teachers to be qualified through a proper training that encourages reflection on the aspects that underpin their pedagogical practices and an understanding of the theme of cultural diversity in the contemporary context, especially in the YAE. The choice for the three years of this decade (2020-2023) was deliberate. We considered the practice of teaching Mathematics in the YAE during and after the period of social isolation resulting from the Covid-19 epidemic, as well as teacher training. Given the difficulties of this isolation, the alternative was remote teaching, which required technology and connectivity that was not available to the students. This created a gap in Mathematics education, a gap that could not be filled by replacing classes, as continued progression was adopted as the general solution, to the detriment of students already damaged.

COMMITTEE MEMBERS:
Presidente - 3315007 - LILIANE DOS SANTOS GUTIERRE
Interna - 3331328 - GISELLE COSTA DE SOUSA
Externa ao Programa - 2527364 - MARTA FIGUEREDO DOS ANJOS - UFRNExterna à Instituição - EDVONETE SOUZA DE ALENCAR
Externa à Instituição - CAROLINA PEREIRA ARANHA - UFMA
Externa à Instituição - ANDRÉIA DALCIN - UFRGS
Externo à Instituição - SÉRGIO CÂNDIDO DE GOUVEIA NETO - UNIR