FantinatoVianna-prez

FantinatoVianna-prez - TEACHING MATHEMATICS TO YOUNG AND...

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TEACHING MATHEMATICS TO YOUNG AND TEACHING MATHEMATICS TO YOUNG AND ADULTS: ADULTS: ETHNOMATHEMATICS AND ETHNOMATHEMATICS AND TEACHERS CONTINUOUS TEACHERS CONTINUOUS EDUCATION EDUCATION IN RIO DE JANEIRO IN RIO DE JANEIRO Fantinato, Maria Cecilia de Castello Branco Universidade Federal Fluminense (UFF) mcfantinato@terra.com.br mcfantinato@terra.com.br Vianna, Márcio de Albuquerque Secretaria Municipal de Educação do Rio de Janeiro albuvianna@uol.com.br albuvianna@uol.com.br
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SUMMARY 1 . INTRODUCTION 2.TEACHERS’ CONTINUOUS EDUCATION IN PEJA: A SHORT REPORT 2. TEXT COLLECTIVE BUILDING PROCESS 3. ETHNOMATHEMATICS IN YOUNG AND ADULT TEACHERS’ EDUCATION 4. FINAL CONSIDERATIONS
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Do I have any more room in my head? Solve me if you can! Drawing made by a young student
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INTRODUCTION INTRODUCTION The target of this work was to integrate to curricular proposal that guides pedagogical work of all levels of Rio de Janeiro municipal district fundamental schooling ( Multieducação ), a document that would show discussions and propositions prepared to attend specific needs of youngster and adults’ education concerning all area of knowledges. The main focus of our specific project was to produce, together with a group of twelve Mathematics teachers working in adult education, a paper that could be used both as theoretical and practical reference to all Mathematics’ teachers of the municipality of Rio de Janeiro.
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In order to comply with this kind of demand, a document built by so many hands, we employed the production methodology of collaborative groups that consider the participation of all people involved in an investigative practice, working in an Assembly model. After several theoretical discussions, ethnomathematics was elected by the group as the closest theoretical referential to their daily teaching practice, because it grounds the validation of students previous knowledges, searching for their (re) inclusion and permanence in school.
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1. TEACHERS’ CONTINUOUS 1. TEACHERS’ CONTINUOUS EDUCATION IN PEJA: A SHORT REPORT EDUCATION IN PEJA: A SHORT REPORT The Youngster Education Project ( PEJ) of Rio de Janeiro Municipal Board of Education was created in 1985, privileging literacy and aiming at redeeming part of social debt with people aged from 14 to 20 that had been excluded from school. From 1987 on, the projects were improved and started providing the continuity of studies for students that had overcome the initial process of literacy. Later in 1998, were implemented both PEJ I (corresponding to 1st - 4th grade) and PEJ II (corresponding to 5th - 8th grade), following the presupposition of a non serial school, organized in blocks and progression units.
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Nowadays PEJA assists a significant number of students (31473 were registered in 2005), working predominantly during the nightly turn of 118 municipal schools spread all over Rio de Janeiro districts, with the participation of teachers from different educational backgrounds. Since 2002, the Youngster and Adult Educational
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This note was uploaded on 11/11/2011 for the course MATH 110 taught by Professor Staff during the Winter '08 term at BYU.

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FantinatoVianna-prez - TEACHING MATHEMATICS TO YOUNG AND...

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