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O artigo apresenta recorte de pesquisa de Mestrado em Educacao, que objetiva compreender a influencia das praticas pedagogicas matematicas de professores de EJA para a permanencia de estudantes em uma escola da zona rural do Ceara. Discutimos o sentido de permanencia que as estudantes conferem para seus estar na escola de EJA. Dentre os resultados, a verificacao de que, embora as professoras utilizem de estrategias pedagogicas variadas, ainda assim, tais praticas sao percebidas mais como acao de ensinar matematica do que reconhecer e construir, junto com as estudantes, seus saberes matematicos. Alem disso, que tais praticas tem influencia sobre a permanencia das estudantes na escola, na medida em que elas nos dizem que la estao por que desejam aprender mais, uma matematica “de caneta”, diferente dos seus saberes, que seria, para elas, a matematica “de cabeca”. The article presents a research clipping of Master in Education. It aims to understand the influence of the mathematical pedagogical practices of EJA teachers for the permanence of students in a school in the rural area of Ceara. We discussed the understanding of the permanence that the students confer for their being at the EJA school. Among the results, the verification that, the teachers use varied pedagogical strategies, but such practices are perceived more as an action to teach mathematics than to recognize and construct, along with the students, their mathematical knowledge. In addition, such practices have an influence on the permanence of students in school. The students tell us that they are in school because they want to learn more, a "pen" mathematics, different from their "head" knowledge.

educação matemática pesquisa

Práticas pedagógicas em matemática na EJA e a permanência de estudantes em uma escola da zona rural do Ceará&lt;br&gt;Pedagogical practices in mathematics in the EJA and the staying of students in a school of the rural area of Ceará