O ensino de matemática na perspectiva do letramento matemático: um estudo sobre o nível IV da EJA da Escola Municipal Professora Emília Ramos, Natal-RN /

Abstract

This monograph explores mathematics education with a focus on mathematical literacy for Level IV students of Youth and Adult Education (EJA) at Escola Municipal Professora Emília Ramos in Natal/RN. The aim is to analyze how mathematical literacy contributes to the development of critical-reflective thinking, particularly in interpreting data and statistics from electoral campaigns. The study seeks to: (a) assess the relationship between students' level of mathematical literacy and their ability to critically analyze electoral data; and (b) understand how problem-solving in mathematics strengthens critical thinking applicable to everyday situations. The methodology employs mixed methods, combining qualitative and quantitative approaches. Data collection will occur in two 90-minute workshops, using resources such as a blackboard, projector, tablets, and graph visualization software. In the first workshop, students will be introduced to mathematical literacy using electoral data from the TSE (Superior Electoral Court), reflecting on its impact on daily life. In the second, Level IV EJA mathematical concepts will be applied to practical problems and graph analysis. Qualitative analysis will include observations and discussions, while quantitative analysis will use pre- and post-workshop performance tests to compare mathematical skills. The expected outcomes are the improvement of logical-mathematical reasoning and critical-reflective thinking, enabling students to interpret quantitative data in daily life. The research is justified by the relevance of mathematical literacy in contemporary society, aiming to contribute to the improvement of municipal education and the formation of critical and informed citizens.