Gutierre, Liliane dos SantosFlôr, Anildo Soares2024-09-202024-09-202024-07-25FLÔR, Anildo Soares. Docência na educação de jovens e adultos no Rio Grande do Norte (2020 - 2023): saberes e práticas de professores de matemática. Orientadora: Dra. Liliane dos Santos Gutierre. 2024. 238f. Tese (Doutorado em Ensino de Ciências e Matemática) - Centro de Ciências Exatas e da Terra, Universidade Federal do Rio Grande do Norte, Natal, 2024.https://repositorio.ufrn.br/handle/123456789/60238This research is part of the history and historiography of Mathematics education, more specifically the history of Youth and Adult Education (YAE) in the state of Rio Grande do Norte from 2020 to 2023. We conducted a historiography based on interviews with seventeen YAE Mathematics teachers in RN, observing their knowledge and practices. We also used documentary analysis of dissertations, theses and official documents on the subject as data collection procedures, and audio recording as a recording technique. Our research question is: How did the teaching of Mathematics in YAE schools in RN take place between 2020 and 2023? The general aim of this thesis is to record the history of Mathematics teaching in YAE schools in RN (2020-2023). We have tried to examine how teachers have acted in the face of the peculiarities of this teaching modality, before and after the Covid 19 pandemic, as well as their academic qualifications over the years. The role of the YAE teachers in the face of the differences - age, social, knowledge - of the pupils is closely linked to the understanding of these particularities, which are a set of objective structures internalised throughout the life of the individual, acquired both collectively and individually. This is why they must play a fundamental role in guiding the actions needed to shape teaching practice in the classroom. In this sense, we have carried out qualitative research, enriched by educational ethnography. In systematising, organising and analysing the information obtained, we have been guided by the principles of Paulo Freire, always seeking to interpret it with sensitivity and empathy. In light of the above, we defend the thesis that the teaching Mathematics at EJA in RN, in the period between 2002-2023, was compromised due to the pandemic context which made face-to-face presence unfeasible, making evident the difficulty in accessing the internet and mastering technologies for both students and teachers, as well as the inconsistencies between the teachers' speeches and pedagogical practices, whether in the elaboration/adaptation of activities, in the evaluation process and in the conduct of remote classes. This research shows that the approach to Mathematics was linear, content-focused and repetitive. Despite the teachers' Freirean discourse, which called for practices committed to the students' reality and daily life, this did not happen. The main reason is that this approach requires teachers to be qualified through a proper training that encourages reflection on the aspects that underpin their pedagogical practices and an understanding of the theme of cultural diversity in the contemporary context, especially in the YAE. The choice for the three years of this decade (2020-2023) was deliberate. We considered the practice of teaching Mathematics in the YAE during and after the period of social isolation resulting from the Covid-19 epidemic, as well as teacher training. Given the difficulties of this isolation, the alternative was remote teaching, which required technology and connectivity that was not available to the students. This created a gap in Mathematics education, a gap that could not be filled by replacing classes, as continued progression was adopted as the general solution, to the detriment of students already damaged.Acesso AbertoMatemáticaHistória do ensino de MatemáticaSaberes e práticasEJA no Rio Grande do NortedoctoralThesisCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA