"Pra não dizer que não falei das flores": estudo bibliométrico da escola integral e dos grupos colaborativos em educação matemática
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Data
2019-02-22
Autores
Muniz, Bruna Mendes
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Universidade Estadual Paulista (Unesp)
Resumo
Toma-se como objeto de análise, neste trabalho de dissertação, um estudo bibliométrico dos periódicos indicados pela Sociedade Brasileira de Educação Matemática (SBEM) na última década (2008-2018). Para este fim, foram catalogados os artigos publicados nas revistas e identificou-se o periódico “Zetetiké” e “Revista Metáfora Educacional” para apresentação dos estudos sobre grupos colaborativos e escola integral, respectivamente. Na apresentação dos textos, objetivou-se detalhar os constructos teóricos e metodológicos adotados pelos autores, isso possibilitou identificar a partir do estudo da citação a predominância da literatura brasileira em detrimento da estrangeira nas discussões sobre colaboração. Outro dado relevante foi que, dentre a produção científica levantada, houve mais pesquisas no campo dos grupos colaborativos quando comparado com a média de publicações sobre a escola integral. Além disso, na busca por respostas a questão geradora desta investigação não foi possível localizar a relação entre estas duas temáticas em um estudo específico do assunto, o que sinaliza para a importância de investimentos futuros dos pesquisadores na formação de trabalhos colaborativos que visem discutir a Educação Matemática no contexto do ensino integral. Conclui-se, assim, que para a efetivação dos princípios que regem tanto as diretrizes para a escola que se quer formar o aluno multidimensional quanto a implementação de práticas colaborativas, precisamos encarar estes dois pontos como políticas públicas educacionais emergentes.
In this dissertation, it is taken as object of analysis, a bibliometric study of the periodicals indicated by the Brazilian Society of Mathematical Education (SBEM) in the last decade (2008-2018). For this purpose, the articles published in the journals were cataloged. The journals "Zetetiké" and "Revista Metáfora Educacional" were elected to present the studies on collaborative groups and integral school, respectively. In the presentation of the texts, the objective was to detail the theory and methodology adopted by the authors, this allowed to identify from the study of the citation the predominance of the Brazilian literature to the detriment of the foreigner in the discussions about collaboration. Another relevant fact was that, among the scientific production raised, there was more research in the field of collaborative groups when compared to the average of publications about the integral school. In addition, in the search for answers to the question of this investigation, it was not possible to find the relationship between these two themes in a specific study about this subject, which signals the importance of future investments in research on the formation of collaborative works that discuss Mathematics Education in the context of integral education. It is concluded that, for the implementation of the principles that rule guidelines for the multidimensional learner-forming school, and the implementation of collaborative practices, we need to look at these two points as emerging public educational policies.
In this dissertation, it is taken as object of analysis, a bibliometric study of the periodicals indicated by the Brazilian Society of Mathematical Education (SBEM) in the last decade (2008-2018). For this purpose, the articles published in the journals were cataloged. The journals "Zetetiké" and "Revista Metáfora Educacional" were elected to present the studies on collaborative groups and integral school, respectively. In the presentation of the texts, the objective was to detail the theory and methodology adopted by the authors, this allowed to identify from the study of the citation the predominance of the Brazilian literature to the detriment of the foreigner in the discussions about collaboration. Another relevant fact was that, among the scientific production raised, there was more research in the field of collaborative groups when compared to the average of publications about the integral school. In addition, in the search for answers to the question of this investigation, it was not possible to find the relationship between these two themes in a specific study about this subject, which signals the importance of future investments in research on the formation of collaborative works that discuss Mathematics Education in the context of integral education. It is concluded that, for the implementation of the principles that rule guidelines for the multidimensional learner-forming school, and the implementation of collaborative practices, we need to look at these two points as emerging public educational policies.
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Bibliometria, Escola integral, Grupo colaborativo, Educação matemática, Bibliometrics, Integral school, Collaborative group, Mathematical education