A prática docente e sua relação com saberes docentes: vivências de uma professora de matemática na educação de jovens e adultos

Abstract

This research, of a qualitative nature, made a relationship between teaching practice, based on issues such as teaching techniques, planning, evaluation and teacher x student relationship, and knowledge teachers in the Youth and Adult Education (EJA) teaching modality. The research participants were an EJA Mathematics Teacher who teaches this curricular component to the 6th and 7th year classes, classes A, B and C of elementary school at Escola Municipal Professora Jociêdes Andrade and her students. For data collection, questionnaires were used with 32 students and the teacher. In the results, we describe the students' perceptions about the teaching practice of the aforementioned Mathematics Teacher and; that of the Professor about her teaching practices, in which she revealed how and why she develops them, as well as the origin of such knowledge. Given the results, we observed that the teacher uses the three types of knowledge in classroom practice, namely: experiential knowledge, curricular knowledge and disciplinary knowledge, so it was not possible to say which knowledge is most necessary in the classroom, as the teacher stated that for her everyone is essential.