ASPECTOS DIDÁTICOS DA MATEMÁTICA E DO ENSINO RELIGIOSO: PROPOSIÇÃO DE PRÁTICAS PEDAGÓGICAS PARA A EDUCAÇÃO DE JOVENS E ADULTOS

Abstract

The present work of the Professional Master's degree in Religious Sciences deals with the didactic aspects of Religious Education and Mathematics, whose general objective was to investigate and propose effective pedagogical strategies for aligning the teaching of Mathematics through the curricular component of Religious Education, aimed at Youth and Adult Education. Regarding specific objectives: describe the interdisciplinary approach to teaching Mathematics and Religious Education for EJA students; explore possible connections between mathematical content and themes covered in Religious Education based on the appreciation of Afro-Brazilian culture and religiosity; propose interdisciplinary activities that integrate mathematical concepts and Religious Education content for EJA. Regarding the challenges of teachers who work in the EJA modality with Religious Education or Mathematics, the promotion of offering teaching that has themes related to everyday situations stands out; the importance of teachers having training to work in the EJA modality, in identifying students' ethnic-cultural knowledge and on issues of Afro-Brazilian and indigenous culture and religiosity; overcoming the belief or practices regarding classical domains as sufficient, to the detriment of the use of the ethnomathematics proposal, which suggests dynamism and the integration of themes that value Afro-Brazilian and indigenous culture and religiosity; among others. The achievement of such objectives was made possible through bibliographic and documentary research, which demonstrated that practical motivational actions in Youth and Adult Education are possible to be carried out through an interdisciplinary approach. They were also confirmed through the elaboration of the Proposal for Interdisciplinary Pedagogical Practices (PPI) for Mathematics and Religious Education for EJA, showing that the suggestions will enable teachers to develop attractive and motivational classes, which results in in a humanist, anti-racist and contextualized education. There were 13 (thirteen) activity suggestions, which enable the teacher to better identify the content. In view of the above, we reiterate the recognition of the importance of the playful and cooperative aspect of interdisciplinary work that can be developed in Mathematics and Religious Education classes for EJA. And this perception is justified based on the fact that the teacher, by valuing the culture, religiosity and personal knowledge of EJA students, begins to acquire and form a bond of respect and acceptance which makes it possible to form a meaningful and actually effective teaching and learning process.