http://memoria.ifrn.edu.br/handle/1044/1113 2026-05-31T20:21:31Z http://memoria.ifrn.edu.br/handle/1044/3222 A mini feira como experiência ativa no ensino e aprendizagem da subtração para jovens e adultos da Escola do Campo Youth and Adult Education (EJA) presents specific challenges, especially in the teaching of mathematics, where many students face difficulties in understanding basic operations. This study aimed to analyze these difficulties in search of more effective pedagogical strategies. To this end, the mini fair was applied as an active methodology, with the aim of facilitating the understanding of subtraction in a contextualized way. The research adopted a mixed approach, combining qualitative and quantitative analysis, and used a post-activity questionnaire to collect participants' perceptions. The results indicated that most students considered the methodology dynamic and engaging, although, initially, many did not believe in their own learning potential. It is concluded that the use of contextualized and interactive methodologies can make mathematics teaching more understandable and motivating for EJA students, contributing to overcoming difficulties and valuing their experiences in the learning process. 2025-05-14T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3113 Formação de professores de matemática para atender as necessidades específicas de alunos surdos na EJA : um estudo de caso This case study aims, through qualitative analytical research, to investigate the training and preparation of mathematics teachers Whole work in Youth and Adult Education (EJA), focusing on the specific needs of deaf students. The research involved a literature review of relevant authors and data collection through a questionnaire and field observation. The study was conducted in two public schools in Espírito Santo/RN, and analyzed the approaches and methodologies used to include these students through the use of visual methods and curricular adaptations. The results indicate that the lack of teacher preparation to teach mathematics to deaf students is extremely concerning. Therefore, it is important to offer specific training for teachers who do not have a background in special education, in order to innovate pedagogical practices for these students. 2025-12-11T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/2968 Gestão escolar : estudo de caso na Escola Estadual Guiomar de Vasconcelos Since 1988, the Brazilian Federal Constitution provides for school management to be carried out in a democratic way, that is, with the participation of the entire school community in making pedagogical, administrative, and financial decisions. In this sense, this study aims to identify, if it is democratic, the management of the Guiomar de Vasconcelos State School, located in the municipality of Canguaretama/RN. The methodology is qualitative in nature, and we use as data collection techniques: observation, questionnaires, and semi-structured interviews. The results showed that the management of the school seeks to be democratic, followed a political pedagogical project, built collectively, has participatory councils, and carries out, in the community, administrative, financial, and pedagogical decisions. However, according to some contradictions observed, we consider that the school management model needs improvement in its execution. 2025-03-07T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/2838 O ensino interdisciplinar das ciências humanas nas escolas do campo : desafios e possibilidades This study is the result of observations and investigations made through experiences at Elza Bezerril Ribeiro Municipal School, located in Piquiri District, Canguaretama, Rio Grande do Norte. The school, although located in the rural area, is not part of the Paradigm of Education in the Countryside, because it reproduces the model of organization, management of schools in the urban area. Starting from this problem, the work aimed to think about the ways these schools that are in the countryside, but not in the countryside, can promote interdisciplinarity among the disciplines of the great area of Human Sciences, as a way to escape the capitalist, positivist model that excessively fragments knowledge and promote an omnilateral, critical and social formation based on the concept of Education made in the countryside and for the countryside. To understand this process of teaching through the areas of knowledge, we start from the concept of Totality, where it is understood that knowledge is a branching part coming from a single knowledge. Given this, we can think through the point of view of historicaldialectic materialism, teaching by area of knowledge as an instrument to strengthen the paradigm of Education in the Field. Interdisciplinarity foresees the union of contents and disciplines, but its objectives go far beyond teaching methodologies. It contains the potential to promote a horizontal and democratic education, which provides the valorization of knowledge and subjects. To think about these reflections on how the curriculum of Elza Bezerril Ribeiro Municipal School has been organized and how this has been reflected in the school environment, we conducted a Social research, which is immanently qualitative, using data from the reports of internships teachers I, II and III, conducting semi-structured interviews with school teachers who teach classes in the disciplines of the major area of Human Sciences along with observations of lessons from these teachers. The work is organized as follows: Introduction, where we bring the research problems and objectives to be achieved; Methodological procedures, first characterizing the subjects of the research and then presenting the method used; Theoretical Referential, subdivided into three categories: 1-ducation of the Field and teaching by area of knowledge, 2-Unification of Knowledge: Parts of a single puzzle and 3- Area of knowledge in Field X Education Area of knowledge in High School Reform; Results and Discussions proposing the dialogue between the data collected and the theoretical bases that underpinned the research; Final Considerations, References and in appendix the interview script we used. In the school in question, it was possible to observe that there are projects that relate the disciplines, but interdisciplinarity has not been promoted as an instrument of struggle and human formation, but only as a way to promote differentiated methodological practices. Most of the teachers of Human Sciences who belong to the school staff understand the importance and potentiality of interdisciplinarity, but they have pointed out that they have not been able to promote this articulation due to the lack of time for joint planning and the lack of organization in the school to promote such practices. This is due to the urban-centrist model that the school presents, although it is a country school with peasant subject students, the school continues to reproduce the school model of the big cities. The teaching of Human Sciences in an Interdisciplinary way can be the first step to insert the paradigm of Education in the Field in the Elza Bezerril Ribeiro School. 2019-12-30T00:00:00Z