O estudo de função polinomial do 1º grau para educação de jovens e adultos baseada na concepção pedagógica freireana: uma proposta de sequência didática

Abstract

The pedagogical practices in EJA need to be rethought in order to enhance the teachinglearning process and taking the subjects' experiences as a starting point. In this regard, the objective of this dissertation is to present a didactic sequence (DS) and to verify its contribution in the learning of concepts of polynomial function of the 1st degree in EJA from the calculation of the water bill. Furthermore, the objective was to identify the reality of the students of mathematics, the professional aspects, the social relations and the previous knowledge about 1st degree function. it sought to investigate with the students of the 1st semester of the EJA, what are their difficulties and considerations about the knowledge of 1st degree functions; and to develop problem situations that are related to the context of the students involving the study of polynomial functions of the first degree. The SD was developed with a group of 21 students who were attending the first semester of high school EJA modality in a public school of Mineiros-GO, being performed in six stages and eight classes. In the first stage, a lecture was given by the director of SAAE about water treatment and supply keeping the students interested, participative, but doubtful regarding the water quality that supplies the city. In the second stage, we proceeded to the calculation of the water bill, that the groups of the students discussed and reached the value of the water bill without direct intervention of the researcher. The insertion of Freire's assumptions was based on dialogicity and problematization from an approach involving the social context in which the student is inserted in the case the discussion about the calculation of water bill. The students achieved to develop the reasoning to reach the value of the water bill, but not all groups reached the correct value for lack of attention in the execution of the calculation. The students explained how they performed the calculation and had the first contact with the intuitive concept of function, that they were able to associate with examples of daily life, such as a day laborer's salary, manicure and monthly fuel expenditure. When proposed activities for generalization of content the students achieved to perform, but at this time of DS the missing students could not perform the activities. In the sixth stage, the DS was evaluated, that it was verified that the students learned the concept of function. It was found that taking as a starting point the reality of students for the development of DS from the Freirean conception allowed them to appropriate and generalize the concept of function.