Narratives from teachers who work with Mathematics Education for Young People and Adults

Abstract

This article aims to analyze the insertion of Critical Mathematics Education in the pedagogical practices of teachers who teach Mathematics in Youth and Adult Education (EJA). The study is based on the epistemological basis of qualitative research in which the subject and the formative reality are conceived as inseparable. This is a case study carried out with three public school teachers in the municipality of Senhor do Bonfim-BA, who work in high school in the EJA modality, using the questionnaire and narrative interview as an information collection device. The study showed that teachers find it difficult to bring the Critical Mathematics Education approach into their educational practices in the classroom, which reveals the need for continued training so that the critical dimension in teaching Mathematics in Youth Education can be enhanced. and Adults.