Educação matemática de jovens e adultos: certezas da matemática e (in)certezas de uma matemática

Abstract

This study tests a text by which intends to feel the edges of another mathematics, powerful in possibilities. It persues, in middle of letters, to narrate how young and adults students talk about the mathematics in the classroom. From the narrative of two activities, experienced by students in the Young and Adults Education in a classroom of Mathematics, graph words trying to give a face and, more importantly, experience in the classroom, another mathematics, different from the called scholar mathematics. Space of learning opportunities experienced by seventeen students of Young and Adults Education in High School. It arises there new ways to understand, different from those preponderant: the modern scientific knowledge. Knowledge comes as a construction, always unfinished. In mathematics, many mathematics appear. The voices echo opportunities. From those who unknown, the knowledge is seen. From those who are abandoned, it hears the echoes of truths, of many possible truths, we find several knowledge. Anchored and immersed in the voices of Nietzsche and Deleuze, my safe haven was invaded. This text appears on the scene in motion, as an invention to become experiences in a construct letters, words that move by the adult cognition. How EJA students talk about the mathematics in the classroom space? Where will go the leaves when they dance softly with the wind? In which direction this text indicates? Probably, it does not indicate a horizon, but opens up many ways, uncertain roads, as many as possible to invent. Devires