Apropriação de números naturais por estudantes da educação de jovens e adultos: contribuições da atividade orientadora de ensino

Abstract

This professional master’s research, developed within the Graduate Program in Scientific, Educational, and Technological Training (PPGFCET) at the Federal Technological University of Paraná (UTFPR), aims to “Investigate how the premises of the Teaching Orientation Activity enable the appropriation of conceptual nexuses regarding numbers by students in the early years of Elementary School I in Youth and Adult Education (EJA) at the Marilda Cordeiro Salgueiro Municipal Rural School, in the municipality of Piraquara – Paraná.” The research problem addresses: “What contributions of the Teaching Orientation Activity enable the appropriation of conceptual nexuses of numbers by Stage III EJA students?”. The study is grounded in Cultural-Historical Theory, Activity Theory, and the historical-dialectical method. The research was conducted at the Marilda Cordeiro Salgueiro Municipal Rural School in Piraquara-PR, spanning ten in-person evening sessions, that allowed students to engage in learning activities through planned actions and tasks organized into two learning-triggering situations, carried out both individually and collectively, aiming for the appropriation of theoretical and scientific knowledge. During this process, the abacus was introduced to the students as a human-made tool designed for counting in groups of 10. As an educational product, an e-book was developed containing two teaching situations for the concept of number tailored for EJA students, grounded in the premises of the Teaching Orientation Activity, aiming to support the pedagogical practice of teachers working in this context. Consequently, students had the opportunity to represent and understand the positional value of numbers while recognizing quantities. From this perspective, the Teaching Orientation Activity (TOA), with collectivity as one of its core elements, provided students with a distinct experience, directing their thinking toward the historicity of the concept in pursuit of theoretical thinking. Thus, this research contributes to deepening the study of mathematical concepts in EJA, providing insights and foundations for further research involving the appropriation of conceptual nexuses and the organization of teaching.