Etnomatemática e educação de jovens e adultos : uma análise das concepções de professores sobre o ensino de matemática financeira

Abstract

In this dissertation, the objective is to analyze how Ethnomathematics, exercised in classes on Financial Mathematics in Youth and Adult Education (EJA), contributes to the Financial Education of young and adult students. For its development, research with a qualitative approach was organized. A digital instrument was developed for data collection, consisting of fifteen questions. The participants of this research, who answered the questions remotely, are twenty-four teachers who teach, or have already taught, the mathematics curricular component in EJA classrooms in schools in Brazil. When analyzing the data obtained, the Discursive Textual Analysis (ATD) method by Moraes and Galeazzi (2014) was adopted. The theoretical contributions used refer to six fundamental themes for this research: Ethnomathematics; Youth and Adult Education; Financial math; culture; knowledge and knowledge; and language games and life forms. Regarding Ethnomathematics, the theoretical bases of D'Ambrosio (1993; 1996; 2002; 2005; 2008), Lara (2019), among others, are present. The theoretical framework for EJA is based mainly on the work of Freire (1970; 2001; 2014), Fonseca (2002) and Haddad and Di Pierro (2014). Regarding Financial Mathematics, studies by Nasser (2009; 2010), among others, are used. When dealing with culture, the theoretical basis denotes the studies of Tylor (1871), Herskovits (1963) and Laplantine (1999). For the term’s knowledge and knowledge, the definitions of Foucault (1999; 2003; 2013) and Veiga-Neto and Nogueira (2010) are adopted. To the theory about language games and ways of life, there are studies by Wittgenstein (1999) and comments by Condé (1998). From the analysis of the data obtained to respond to the problem of this research, six final categories emerged referring to the contribution of Ethnomathematics, exercised in the classes on Financial Mathematics in EJA. It contributes to the Financial Education of young and adult students: When the contextualization of knowledge is developed; When the appreciation of reality occurs; When considering the appreciation of cultural knowledge; When interests are valued; When it is assumed as a research program; and, Based on the appreciation of ethnic aspects. In the final considerations, the assumptions investigated, and the results obtained are reflected, in addition to outlining perspectives for Mathematics classes in EJA that can be elaborated from this research