Representações sociais de pessoas idosas sobre Matemática
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Data
2018-03-19
Autores
Scagion, Matheus Pereira [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa busca compreender “O que dizem os idosos que participam de atividades oferecidas na universidade, sobre a sua relação com a Matemática?”. As pessoas da Terceira Idade foram questionados sobre seu envolvimento com a Matemática, no passado, no presente e no futuro. É uma pesquisa de caráter qualitativo que se insere no campo da inclusão social, com o objetivo de identificar as representações sociais (RS) de idosos que participam de atividades oferecidas na universidade, sobre a Matemática. Com base na teoria das Representações Sociais, de Moscovici (2005) foram realizadas entrevistas semiestruturadas com pessoas da Terceira Idade que frequentavam atividades oferecidas na Unesp, Câmpus de Rio Claro, envolvendo temas como escola, cotidiano, trabalho, qualidade de vida e futuro. A análise dessas entrevistas permitiu a identificação das seguintes representações sociais: A Matemática está em tudo; A Matemática ajuda na Qualidade de Vida; É bom para o idoso conhecer Matemática; A relação com a Matemática melhora com o passar do tempo; e A Matemática é para poucos. Os resultados demonstram que as RS dos idosos estão baseadas em informações que são advindas do senso comum. Palavras que estão presentes no mundo acadêmico da Matemática e da Educação Matemática, o universo reificado, são incorporadas no discurso das pessoas sem conhecer o contexto em que foram criadas. A presença da Matemática em suas vidas foi apresentada na realização de tarefas do dia a dia, evidenciando o papel de utilidade que a Matemática possui, inclusive para resolver problemas. Em outras palavras ela pode ser uma oportunidade para realização de ações inclusivas para esse público, através do estabelecimento de novas relações, compartilhamento de experiências e conhecimentos. Destacamos como importante a organização de projetos que proporcionem relações entre várias gerações (intergeracionais), pois esses ambientes proporcionam contribuições para todos os participantes. Por fim, entendemos que as reflexões sobre as representações sociais da Terceira Idade podem proporcionar contribuições para a educação de idosos e dos mais jovens.
The present research aims to understand "What do the elderly people, who participate in activities offered at university, say about their relationship with Mathematics?" These elderly people were questioned about their involvement with Mathematics in the past, present and future. It is a qualitative research which is inserted in the social inclusion field with the objective to identify as social representations (SR) of elderly people who participate in activities offered at the University about Mathematics. Based on the Social Representations theory from Moscovici (2005), semi-structured interviews were conducted with Third Age people whom attended activities offered at Unesp, Rio Claro Campus, involving themes such as school, daily life, work, quality of life, and future. These interviews analysis allowed identification of the following representations: Mathematics is in everything; Mathematics helps in life quality; It is good for the elderly to understand Mathematics; The relationship with Mathematics improves over time; and Mathematics is for a few. The results demonstrate that SR of the elderly people are based on information that comes from traditional wisdom. Words that are present at the academic world of Mathematics and Mathematics Education, the reified universe, are incorporated into the discourse of people without knowing the context in which they were created. The presence of Mathematics in their lives was presented in the accomplishment of the day to day tasks, evidencing the useful role that Mathematics possesses, including solving problems. In other words, the Mathematics can be an opportunity for the realization of inclusive actions for this public, through the establishment of new relationships, sharing of experiences and knowledge. We emphasize how important is the organization of projects that provide relationships between several generations (intergenerational), since these environments provide contributions for all participants. Finally, we understand that reflections about the Third Age social representations can provide contributions for the elderly education and of the younger generation.
The present research aims to understand "What do the elderly people, who participate in activities offered at university, say about their relationship with Mathematics?" These elderly people were questioned about their involvement with Mathematics in the past, present and future. It is a qualitative research which is inserted in the social inclusion field with the objective to identify as social representations (SR) of elderly people who participate in activities offered at the University about Mathematics. Based on the Social Representations theory from Moscovici (2005), semi-structured interviews were conducted with Third Age people whom attended activities offered at Unesp, Rio Claro Campus, involving themes such as school, daily life, work, quality of life, and future. These interviews analysis allowed identification of the following representations: Mathematics is in everything; Mathematics helps in life quality; It is good for the elderly to understand Mathematics; The relationship with Mathematics improves over time; and Mathematics is for a few. The results demonstrate that SR of the elderly people are based on information that comes from traditional wisdom. Words that are present at the academic world of Mathematics and Mathematics Education, the reified universe, are incorporated into the discourse of people without knowing the context in which they were created. The presence of Mathematics in their lives was presented in the accomplishment of the day to day tasks, evidencing the useful role that Mathematics possesses, including solving problems. In other words, the Mathematics can be an opportunity for the realization of inclusive actions for this public, through the establishment of new relationships, sharing of experiences and knowledge. We emphasize how important is the organization of projects that provide relationships between several generations (intergenerational), since these environments provide contributions for all participants. Finally, we understand that reflections about the Third Age social representations can provide contributions for the elderly education and of the younger generation.
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Palavras-chave
Terceira idade, Educação Matemática, Educação de idosos, Ações inclusivas, Third age, Mathematics education, Elderly of education, Inclusive actions