O ensino da função polinomial do 1º grau através da resolução de problemas no contexto da EJA

Abstract

The aim of this study is to understand the potential and limits of using the teaching-learning methodology of the polynomial function of the 1st degree through Problem Solving (RP), applied in the context of Youth and Adult Education (EJA). This text is the result of a master's research, in the application of a course aimed at 10 women from the technical course integrated with high school in Secretariat in the EJA modality of the IFG-Câmpus Jataí. From the theoretical perspective of some authors, such as Arroyo (2006), which addresses a reflection on the people who make up the EJA spaces, in an attempt to characterize them. Through the text by Fonseca (2012), an analysis is made of the learning relationships of young and adult people with the teaching of Mathematics. Based on the theory of Onuchic and Allevato (2014), an approach to Problem Solving is presented, reflecting on the steps of organizing activities; and according to Dante's theory (1999), the different types of problems that can/should be applied in different teaching moments are addressed, according to the teacher's planning. When analyzing that in spaces where PR is developed, the communication of ideas is also promoted, Carvalho (2018) and Cândido (2009) are references to build the study on collaborative work and communication promoted in mathematics classes involving the PR This research, developed through remote meetings, with the application of three activities with a 1st grade approach, promoted dialogues about PR, which generated promising data, which emphasized the potential that PR establishes in the students' attitudinal, cognitive and procedural development of EJA. In this sense, it is analyzed that the choice of the worked problems, as well as the teacher's role of mediator and advisor in the dialogues about PR, makes all the difference for the teacher. student is autonomous in the teaching-learning processes of mathematics for life. The research points out that the use of RP has a significant potential regarding the teaching of mathematics, that is, starting from the students' reality to later formalize it and that, like any study, there are also limits to be taken in account, we highlight the need for time to develop all the steps proposed by the methodology of Onuchic and Allevato (2014).