O método trezentos enquanto metodologia ativa e colaborativa para a prática docente de matemática na educação de jovens e adultos

Abstract

Youth and Adult Education should be concerned with strengthening citizenship and emancipating the subjects for whom it intended, fulfilling their social rights. And within this offer, is the teaching of Mathematics – a discipline that, currently, has its proposal focused on its function of promoting social development together with the construction of mathematical knowledge in a collaborative way. To this end, the traditional teaching process has been giving way to teaching practice based on active, collaborative and innovative methodologies aimed at young people and adults who live in society and who return to school late. Therefore, this dissertation is concerned with demystifying the traditional view of teaching practice and offering subsidies for adherence to new teaching formats in the discipline, especially for this public. Its general objective was to contributing to the improvement of teaching practice in mathematics in the EJA through the use of active methodologies, in particular the Trezentos Method, seeking to trigger a change in teaching strategies and promote a more meaningful and emancipatory learning experience for students in this type of education. It accomplished through qualitative research, of an applied, exploratory-descriptive nature. And, with the intention of qualifying these teaching, a continuing education course was offered to work with the Trezentos Method in the classroom. The course, certified and free, promoted with asynchronous activities, remotely, using the Canvas Platform and electronic means of contact (email and WhatsApp). Thus, the constitution of the research data took place with the teaching of Mathematics participating voluntarily, preferably those who work in Youth and Adult Education. She identified herself as experienced in working with Young People and Adults, but facing constant challenges in classrooms, such as the lack of interest on the part of students for the discipline and lag in the content taught. It identified, through their speeches, that participants recognize the importance of the continuing education course as a possibility for changing strategies/methodologies aimed at their teaching practice and, consequently, improvement in the teaching and learning process. As part of the course and evaluation of the continuing education offered, an application model of the Three Hundred Method obtained collaboratively formulated by the teachers, formed, in addition to records of questionnaire responses (initial and final) applied. The effective experience of training motivated the production of a booklet as an educational product and as a multiplier proposal of the teaching practice of Mathematics for teaching young people and adults. It was concluded that this collaborative method improve/reframe the teaching practice in Youth and Adult Education and promote success in the teaching and learning process of Mathematics, while still being motivating and encouraging for the adoption and practice of other active methodologies.