Atividade Orientadora de Ensino na Educação de Jovens e Adultos: compreensões das professoras

Abstract

The objective of this article is present the experience of teachers who teach in the modality of Youth and Adult Education in a school in the city of XXXXXXXX-PR. The experience demonstrates how the teachers had articulated in their pedagogical practices the theoretical and methodological assumptions of the Teaching Guiding Activity (AOE) in the classroom. The interactions took place during meetings at the Mathematics Pedagogical Workshop (OPM), an extension action of the university at the school, through a teacher training process whose intention is to provide interactions that give new meaning to the organization of teaching, problematizing the challenges and potentialities of the Teaching Guidance Activity in the context of Youth and Adult Education. The project enabled teachers to join a movement that instigates theoretical and practical reflection, systematizing actions that involve mathematical concepts with a social function, contributing to the learning and development of Youth and Adult Education students. The teachers discussed and adapted a Learning Triggering Situation developed at OPM considering the needs of young and adult students and developed it in the classroom. From this, the teachers became aware of the changes that occurred in their pedagogical practice through the mediation of AOE, which generated positive results in their actions and those of the students, and this way of organizing teaching proved to be an effective proposal for teaching and learning mathematical concepts.