This research aims to analyze the performance of youth and adult learners in the process of appropriation of basic concepts of Mathematics and its relationship with the appropriation of oral and written language, based on the records and resolutions of mathematical situations developed in the classroom by the teacher of the class. Characterized as qualitative research and will be developed through action research methodology, involving as subjects learners of the terms I and II elementary school, teaching mode of adult education (EJA), a public school in a city of Sao Paulo. The theoretical foundation of the study, generation and data analysis based on the perspective of historical-Cultural Theory that conceives of man as subject historical, social, cultural and human relations established resulting in its surroundings, as well as in the design of language as discursive enunciation and Dialogic interaction instrument of subjects in society. It is understandable that as being the history man is a cultural and uneven that in a society there is a dominant culture that, either by imposing symbolic agency, diffuse ideological motivated, imbues the livelihood of subaltern classes, forms and expressions of their culture: ways to live, feel, think and express life with a logic of its own, and evaluative cognitive mean real. So, understand the Mathematics as a language key to the establishment of theoretical thought as a whole is perspective that opens up to the necessary process of negotiation of meanings and senses. Implies thinking about education as a culture. Crop taken as the possibility of unification of social relations implicit action and representation translated symbolic ordering schemes in social action, defining it as possible, covered with meanings and communicated.
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