O ensino de perímetro utilizando a modelagem matemática como ferramenta pedagógica na educação de jovens e adultos (EJA)

Abstract

The teaching-learning process experienced in the classroom, for the most part, is distant from the reality of the students. the reality of the students, the knowledge acquired is generally not used for day-to-day issues. acquired is generally not used for day-to-day issues. Once the the student does not relate these two worlds, learning becomes uninteresting. uninteresting, there comes a time when some questions arise that Unfortunately, they are left without answers. Thus, the number of dropouts is alarmingly high in The number of dropouts is alarming in Youth and Adult Education (YAE) classes. The number of dropouts is alarming in Youth and Adult Education (YAE) classes, a number that expresses school evasion in this type of education in public schools. in public schools. A complicating factor is the lack of training of teachers in the area, in the In the initial series of Youth and Adult Education, some are graduated in pedagogy or pedagogy or licentiate in letters, but they have to teach all the subjects, and the The lack of continuous training of teachers in the area, The lack of continuous training of teachers in the area, which is partly flawed and has many deficiencies, a fact that configures a teaching based on superficial learning, so many trainers teach with the same gap that they have learned. Thus, mathematics, which should be fun and enchanting, becomes boring and meaningless. becomes boring and meaningless. From this perspective, mathematical modelling can enable the experimentation of the integration of everyday life with the classroom classroom, especially the awakening of the relevance of learning mathematics in the face of the socialisation of small daily tasks with learning at school.