Este artigo apresenta os resultados das oficinas formativas realizadas com professores da 3ª fase da EJA em Manaus. Inicialmente, foi feito um levantamento estatístico das provas da ADE aplicadas para 704 estudantes dessa fase, que permitiu identificar as habilidades críticas na prova de matemática por meio de instrumentos de psicometria. Com base nessas habilidades, foram desenvolvidas oficinas formativas para os professores da Divisão Distrital Zonal Leste II, em três encontros formativos, abordando os principais aspectos relacionados a essas habilidades. O objetivo foi discutir e refletir sobre metodologias que permitam novos planejamentos com os conceitos envolvidos, bem como desenvolver uma formação voltada para esse público, uma vez que esses professores não têm formação específica na área de Matemática, mas atuam no ensino dessa disciplina para jovens, adultos e idosos. Os resultados apontam que as dificuldades dos estudantes foram em relação às noções de reagrupamento, resolução de problemas, reconhecimento das noções de igualdade e identificação de conceitos de geometria espacial.
Modo de acesso: World Wide Web Inclui bibliografia 1. Educação 2. Matemática 3. Formação Docente I. Título CDD-370 O conteúdo dos artigos e seus dados em sua forma, correção e confiabilidade são de responsabilidade exclusiva dos seus respectivos autores www.poisson.com.br
Background: Youth and Adult Education (YAE) is a teaching modality aimed at young people, adults and older adults who need to complete their studies so that their specificities are respected within this teaching and learning process. Objectives: Analyse aspects related to mathematics teaching in the 3rd phase of Youth and Adult Education (YAE) through the continuing education of teachers who work in the segment, proposing new methodologies based on the results of the ADE (Student Performance Assessment). Design: The research carried out was of a qualitative exploratory nature, using psychometric theories as aids in the composition of the research, these being the classical test theory (CTT) and the item response theory (IRT). Setting and participants: From the universe of schools that compose the Semed - Manaus, a group of schools from the East Zone of Manaus was chosen; this choice was motivated by the fact that the area has the highest number of teachers (nine) who work in the 3rd phase of the YAE of Manaus. Data collection and analysis: The CTT/IRT was applied to the ADE, and the most difficult-level items were selected. For data collection, interviews, observation and application of forms on the Google Forms platform were used. Results: The research showed that teachers have many doubts regarding the curricular competencies that involve specific mathematics topics, mainly algebra. In the investigated group, none of the teachers had training in mathematics. Also, the textbook is not contextualised for the segment and does not include these new National Base skills. Schools also do not have digital resources to teach mathematics more playfully. Conclusions: Research shows that more mathematics training is needed for teachers in the segment. The Semed qualification sector needs to create a format aimed at YAE. Research is needed to assess the segment after the 3rd phase to verify the impact of mathematics teaching by teachers with no qualification in the area.
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