Banca de DEFESA: ALICE VIEIRA DO NASCIMENTO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ALICE VIEIRA DO NASCIMENTO
DATE: 07/04/2026
TIME: 15:00
LOCAL: Sala 2 - Bloco 7 - Campus UNIR Ji-Paraná
TITLE:

Conceptions of teachers who teach mathematics at the beginning of their careers in Youth and Adult Education (EJA)

KEY WORDS:

Mathematics Education for Young People and Adults; Teaching Career; Beginning Teacher.

 

PAGES: 113
BIG AREA: Outra
AREA: Multidisciplinar
SUMMARY:

This research addresses the beginning of teaching in Youth and Adult Education (EJA) by teachers who teach Mathematics, with the general objective of: Analyzing the conceptions expressed by teachers who teach Mathematics about the beginning of their teaching career in EJA, as well as about teacher training to work in this modality and the teaching-learning process of Mathematics for young and adult learners. The theoretical framework emphasizes aspects of EJA and the teaching-learning process of Mathematics in this specific modality of Basic Education, mainly based on the studies of Gadotti (2008), Jardilino and Araújo (2014), Fonseca (2012) and Ribeiro (2007); and on the National Curriculum Guidelines (DCNs) for EJA (Brazil, 2000) and the Curriculum Proposal for EJA (Brazil, 2002). Furthermore, the theoretical framework focuses on elements concerning the training and work of EJA teachers and the beginning of their teaching careers, based on Tardif (2014), Huberman (1995), and Arroyo (2006). Methodologically, the research has a qualitative approach and constitutes field research, based on Bogdan and Biklen (1994), Fiorentini and Lorenzato (2012), and Severino (2007); with the participation of three teachers who teach Mathematics in EJA with up to five years of teaching experience, teaching Mathematics in classes of this teaching modality in public schools in the municipality of Ji-Paraná and the surrounding region, in the state of Rondônia. Data was collected through a characterization questionnaire with objective questions to outline the profile of the research participants; and semi-structured interviews were conducted with these participants. For the analysis and discussion of the data, this research adopted the interpretative perspective of qualitative research, supported by three categories of analysis: 1. Teachers' Understandings Regarding Teacher Training to Work as Teachers of Mathematics in EJA; 2. Teachers' Understandings Regarding the Teaching-Learning Process of Mathematics in EJA; 3. Teachers' Views on the Feelings, Experiences, and Difficulties of Beginning their Teaching Career in Mathematics in EJA. The research results reinforce the understanding that teaching mathematics in EJA requires more than just mastering the content and technical terms of the subject; above all, it is essential to have a socially committed attitude towards young and adult learners based on mathematical knowledge. Furthermore, the results showed that the beginning teachers who participated in this research demonstrated a willingness to learn from practice and advocate for the need for new methodologies for teaching mathematics in EJA, also recognizing their role as agents of social transformation for young people and adults marked by educational exclusion and, consequently, by social and cultural exclusion. Moreover, the results of this research reinforce the importance of investing in training policies,
more inclusive curricula, and spaces for dialogue between theory and practice, in order to adequately prepare and support beginning mathematics teachers in EJA.

 

COMMITTEE MEMBERS:
Presidente - 1713580 - EMERSON DA SILVA RIBEIRO
Interna - 2035958 - ELIANA ALVES PEREIRA LEITE
Externo à Instituição - DAILSON EVANGELISTA COSTA - UFT