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This article presents an excerpt from the dissertation “Cordel Literature for Teaching the Decimal Numbering System”, which aimed to develop a didactic sequence with Cordel Literature for teaching the decimal numbering system in a class of the First Phase of Education of Youth and Adults (EJA). In this study, we will present fragments of the diagnostic test, of block two of the activities of Unit 01 and the development of students in relation to learning the content evaluated in the activity - the post-test. These data helped us to understand the research question: “What are the contributions of using cordel literature to the teaching of the decimal numbering system in the learning of students in a class of the 1st Phase of EJA? With the development of the didactic sequence it was possible to see an evolution of the class in relation to the learning of the decimal numbering system, going from 75% of correct answers in the initial test to 90% in the final test. Thus, showing how important it is to use new means that make these students protagonists of their learning.

To contribute to the debate on ethnomath and its relationship to education in the context of the education of young adults a literature review was carried out, using as sources the proceedings of the Third Brazilian Congress on Ethnomath and the thesis data base of the Brazilian Federal Agency for the Support and Evaluation of Graduate Education (CAPES). A synthesis of the main themes and the main points made concerning the relationship between ethnomath and the education of young adults is presented. Then some matters from the results of the most recent research showing a continuity for the research at the interface of these two fields are highlighted. A proposta deste texto é contribuir para o debate acerca da Etnomatemática e suas relações com a educação, no contexto da Educação de Jovens e Adultos (EJA). Para tal, realizei uma pesquisa bibliográfica, utilizando como fonte de consulta os Anais do Terceiro Congresso Brasileiro de Etnomatemática (CBEm3) e o banco de teses da CAPES. Farei inicialmente uma apresentação sintética dos temas abordados e dos principais pontos levantados pelas pesquisas brasileiras em Etnomatemática que estabelecem relações com a Educação de Jovens e Adultos.Em seguida, destacarei algumas questões trazidas dos resultados de nossas pesquisas mais recentes, apontando perspectivas de continuidade para as investigações na interface desses dois campos, abordando particularmente a prática docente de Matemática na EJA e a formação de professores voltada para esta modalidade de ensino.