As contribuições dos jogos matemáticos na aprendizagem da educação de jovens e adultos valorizando os saberes prévios dos estudantes usando a perspectiva da etnomatemática

Abstract

This study aims to investigate the contributions of mathematical games, specifically the Golden Material, to the learning of students in Youth and Adult Education (EJA), from the perspective of Ethnomathematics. The research starts from the recognition that many EJA students face difficulties in mathematical content due to a lack of theoretical foundation and the gap between formal education and their sociocultural realities. The study adopts a qualitative approach, with practical application in a class of the 1st module of the Technical Course in Occupational Safety/PROEJA. Diagnostic questionnaires, evaluative activities, and the implementation of a game using the Golden Material were employed, developed to work on the four basic mathematical operations. The theoretical framework is based on authors such as Ubiratan D’Ambrosio, who discusses Ethnomathematics as a way to recognize and value the mathematical practices present in different cultural groups, and Paulo Freire, whose liberating pedagogy emphasizes dialogue and the appreciation of the learner's experience. The results indicate that 100% of the students had no prior contact with the Golden Material, reflecting a predominance of traditional approaches in teaching. After the intervention, 87.5% of the participants stated that the game contributed “a lot” to their understanding of the content, and all expressed interest in learning other mathematical topics through playful resources. Furthermore, greater engagement, peer interaction, and autonomy in problem-solving were observed, with students showing enthusiasm and willingness to replicate the experience in other contexts. The research concludes that the use of the Golden Material, combined with the ethnomathematical perspective, is an effective tool for promoting meaningful learning in adult education, making teaching more accessible, enjoyable, and contextualized. The activity not only facilitated the understanding of mathematical concepts but also strengthened students' self- esteem and active participation. The incorporation of active and playful methodologies in adult education (EJA) is recommended in order to overcome the barriers of traditional teaching and promote an inclusive, critical, and emancipatory education. The work highlights the importance of adapting pedagogical practices to the students' reality, valuing their prior knowledge, and transforming mathematics into a living knowledge applicable to everyday life.