Estudantes do PROEJA e o currículode Matemática: tensões entre discursos numa proposta de integração.

This paper analyzes the perspective under which students of Youth and Adult Basic Education (EJA) understand and outline possibilities and interdictions to achievment of an integrated curriculum proposal in Mathematics classes. The empirical material was produced by monitoring a PROEJA class of a Federal Institute (IF) during two academic semesters, recording classes, collecting written productions of students and consultating documents of the institution and of the field of Youth and Adult Education (EJA). We analyse discursive positions that such students assume in the classroom interactions, when simulations are attempted to promote an integration between mathematics curriculum and professional life -- that PROEJA proposal foresees, but school has not yet known how to do. [ABSTRACT FROM AUTHOR]