Saberes matemáticos do campo e da escola: processos de aprendizagem e educação de jovens e adultos

Abstract

The awareness of non formal schooling knowledge building processes elaborated by young and adult students who come from diverse geo — political — economical contexts from the federal Brazilian system, is in this very work, one of our main concerns. A great deal of these students brings marks of their rural backgrounds which are revealed in their daily evening classroom routines. As for their mathematical knowledges, there have been clear evidences of their non formal rural learning. Such as the crop counting similarity, algorithms are developed in smaller parts and they are grouped in non decimal bases, as mental calculation and memorization procedures are valued, these stand for cultural identitary marks. Survival strategies and tactics, built throughout these EJA (young and adult education) students’ agricultural past, refl ect in their current ways of thinking mathematically. When facing literate society they gather conflicts of rupture with their background culture, as at school, these migrant adults live a double denial when they are excluded due to their knowledges and the way they perceive reality. Our analysis is based on research data grounded on socio anthropological perspectives and ethnomathematics, analyzing the processes these young and adult student build their knowledges.