BETWEEN NUMBERS AND STORIES: DIFFICULTIES IN TEACHING MATHEMATICS IN YOUTH AND ADULT EDUCATION

Abstract

The teaching of mathematics in Youth and Adult Education (EJA) has been the subject of constant reflection by educators, especially in view of the learning difficulties faced by students. Given this scenario, different pedagogical strategies have been developed with the aim of making teaching more accessible and meaningful. The main aim of this study is to investigate the obstacles faced by students from the Roger low school in the city of João Pessoa - PB in understanding mathematical content. The research adopted ethnomathematics as its theoretical basis, an approach that values the knowledge acquired from students' everyday experiences, allowing them to recognize themselves as subjects of the educational process. The methodology used was qualitative, with semi-structured interviews with 11 students enrolled in the EJA program in the community. Data was collected in June 2024. The results indicate that students have difficulty relating mathematical content to their life context, which reveals the need for pedagogical practices that connect school knowledge to the students' concrete experiences. The importance of an approach that takes into account the diversity present in EJA classes is highlighted, favoring the construction of knowledge based on the reality and work of the students themselves.