A mini feira como experiência ativa no ensino e aprendizagem da subtração para jovens e adultos da Escola do Campo

Abstract

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.