Memórias da tabuada em narrativas intergeracionais: Temporalizando saberes, repensando a prática docente

Abstract

The objective of this research is to analyze records of school knowledge about the use of tables in intergenerational oral and written narratives of young people, adults and the elderly, verifying how this knowledge influence the current teacher of mathematics in the Youth and Adult Education. Based on the qualitative approach, we analyzed intergenerational narratives collected in written memorials, semi-structured interviews and focus group on the use of the table in the learning of basic operations. Thus, the contributions of Mathematical Education (FONSECA, 2012), Youth and Adult Education (HADDAD 1994, OLIVEIRA 1999, FREIRE, 1996), and dialogue with memory studies (BOSI, 2004 and HAUBBWACHS, 2013) and continuing education with older people (KACHAR, 2001). Education in Youth and Adult Education is aimed at young people and adults, but is currently being reconfigured with the presence of elderly learners, with multi-table classes with different expectations of learning in relation to the disciplinary contents, especially the of math. When analyzing intergenerational narratives of young people, adults and older people who experienced common experiences in learning the basic operations in the table at different times, i t verified that their memories influence the teaching practice of the teacher of Mathematics in the Youth and Adult Education. By the fact of many students of the Youth and Adult Education wish to return to the table and others, express the same desire in a "dialogic and interactive" perspective, mathematical classes done using the conventional and digital tables. It understood this didactic resource referring to the collective social memory, used by different age subjects, may be introduced in Mathematics classes in the Youth and Adult Education, aiming streamline their classes and contribute to the students' learning.