Jogos digitais e possibilidades de construção do conhecimento matemático na educação de jovens e adultos (EJA)

Abstract

Thesis aims to investigate the possibilities and contributions of the pedagogical use of digital games in the teaching of Mathematics based on the prior knowledge of students in Educação de Jovens e Adultos (EJA)(Youth and Adult Education). The construction of mathematical knowledge was analyzed from the perspective of the Theory of Meaningful Learning proposed by David Paul Ausubel in 1963, Ethnomathematics created by Ubiratan D’Ambrosio, Freirean dialogicity in Freire (1979, 1996) and the Theory of Didactic Situations proposed by Guy Brousseau in the 1970s. Data collection included the participation of 28 EJA students from a public school in the state of Bahia, located in the municipality of Itamaraju. The methodological trajectory was based on focus group discussions, semi-structured interviews and diagnostic assessments, within a perspective that involved action research and an ethnographic perspective, as well as the use of the Educational Games Quality Assessment Instrument (IAQJED), which made it possible to assess the quality of the digital games used in the workshops. In addition, a sequence of didactic activities was developed and applied with digital games selected from the previous knowledge of Mathematics of the EJA students participating in the research, observing the construction of mathematical knowledge. All records were recorded in audio, photographic records and written in a logbook. The results of this thesis indicate that EJA students can be protagonists of their own learning, especially when using digital games that consider their previous knowledge. The data support the view that the pedagogical use of digital games provides more contextualized learning in Mathematics teaching in Youth and Adult Education, in addition to helping to strengthen and stimulate learning, problem solving, logical reasoning and the application of mathematical concepts, thus contributing to the development of cognitive skills in this area of knowledge.

Thesis aims to investigate the possibilities and contributions of the pedagogical use of digital games in the teaching of Mathematics based on the prior knowledge of students in Educação de Jovens e Adultos (EJA)(Youth and Adult Education). The construction of mathematical knowledge was analyzed from the perspective of the Theory of Meaningful Learning proposed by David Paul Ausubel in 1963, Ethnomathematics created by Ubiratan D’Ambrosio, Freirean dialogicity in Freire (1979, 1996) and the Theory of Didactic Situations proposed by Guy Brousseau in the 1970s. Data collection included the participation of 28 EJA students from a public school in the state of Bahia, located in the municipality of Itamaraju. The methodological trajectory was based on focus group discussions, semi-structured interviews and diagnostic assessments, within a perspective that involved action research and an ethnographic perspective, as well as the use of the Educational Games Quality Assessment Instrument (IAQJED), which made it possible to assess the quality of the digital games used in the workshops. In addition, a sequence of didactic activities was developed and applied with digital games selected from the previous knowledge of Mathematics of the EJA students participating in the research, observing the construction of mathematical knowledge. All records were recorded in audio, photographic records and written in a logbook. The results of this thesis indicate that EJA students can be protagonists of their own learning, especially when using digital games that consider their previous knowledge. The data support the view that the pedagogical use of digital games provides more contextualized learning in Mathematics teaching in Youth and Adult Education, in addition to helping to strengthen and stimulate learning, problem solving, logical reasoning and the application of mathematical concepts, thus contributing to the development of cognitive skills in this area of knowledge.