As contribuições do uso da história da matemática no ensino do teorema de Pitágoras com os alunos da educação de jovens e adultos (EJA)
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Data
2019-02-26
Autores
Lino, Carla Marilla Caldeirani
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Universidade Estadual Paulista (Unesp)
Resumo
Este estudo vincula-se à linha de pesquisa “Educação Matemática”, pertencente ao Programa de Pós-Graduação em Ensino e Processos Formativos da Universidade Estadual Paulista “Júlio de Mesquita Filho”, Câmpus de Ilha Solteira-SP (FEIS/UNESP). Desenvolveu-se em uma Escola pública Estadual da cidade de Três Lagoas-MS. A partir do pressuposto de que é preciso analisar as potencialidades pedagógicas do uso da História da Matemática em sala de aula, temos o objetivo geral de discutir as possíveis potencialidades do uso da História da Matemática no ensino de Geometria, especialmente, no ensino do Teorema de Pitágoras. Interessanos analisar as possíveis contribuições que esta empreitada pode trazer ao processo de ensino/aprendizagem dos alunos de uma turma da Educação de Jovens e Adultos. A questão norteadora do trabalho foi: “Quais são as contribuições do uso da História da Matemática no ensino de Geometria, em particular, do Teorema de Pitágoras para os alunos da EJA?”. Para tanto, elaborou-se e aplicouse uma sequência didática desenvolvida com uma turma de alunos do Módulo Intermediário IV/9ºano do Ensino Fundamental-EJA. Além disso, foi feito um levantamento bibliográfico de teses/dissertações que, apresentaram argumentos sobre importância da utilização da História da Matemática nas salas de aula, destacando a sua importância no ensino/aprendizagem. Também foi feita a observação das práticas pedagógicas da escola em que o trabalho da professora/pesquisadora foi desenvolvido atentando-se para posicionamentos da direção, coordenação e professores atuantes. Metodologicamente, este estudo tratase de uma pesquisa qualitativa que permite evidenciar contribuições da proposta de ensino em questão para os alunos da turma escolhida. Os dados foram coletados por meio de contato direto com os sujeitos em seu local de estudo/trabalho. Os dados que deram origem ao corpus foram problematizadas por meio de Análises de Conteúdo, ancoradas nos estudos de Bardin (1988). Como eixo teórico central, nos valemos de um referencial específico que discute a História da Matemática como Recurso Didático, a partir dos estudos de Miguel (1997), Miguel e Miorim (2004), Fauvel e Maanen (2000) e Mendes (2006).
This study is linked to the research line "Mathematics Education", belonging to the Postgraduate Program in Teaching and Training Processes of the "Júlio de Mesquita Filho" State University, Campus of Ilha Solteira-SP (FEIS / UNESP). It was developed in a State Public School of the city of Três Lagoas-MS. Based on the assumption that it is necessary to analyze the pedagogical potentialities of the use of the History of Mathematics in the classroom, we have the general objective of discussing the possible potentialities of the use of the History of Mathematics in the teaching of Geometry, especially in the teaching of Theorem Pythagoras. We are interested in analyzing the possible contributions that this undertaking can bring to the teaching / learning process of the students of a group of Youth and Adult Education. The guiding question of the work was: "What are the contributions of the use of the History of Mathematics in the teaching of Geometry, in particular, of the Pythagorean Theorem for the students of the EJA?" Therefore, a didactic sequence was developed and applied with a group of students from the Intermediate Module IV / 9th grade of Elementary School-EJA. In addition, a bibliographical survey of theses / dissertations was presented, which presented arguments about the importance of using the History of Mathematics in classrooms, highlighting its importance in teaching / learning. It was also made the observation of the pedagogical practices of the school in which the work of the teacher / researcher was developed looking for positions of direction, coordination and acting teachers. Methodologically, this study is a qualitative research that allows evidence of contributions of the teaching proposal in question to the students of the chosen class. The data were collected through direct contact with the subjects at their place of study / work. The data that gave origin to the corpus were problematized through Content Analysis, anchored in the studies of Bardin (1988). As a central theoretical axis, we use a specific referential that discusses the History of Mathematics as a Learning Resource, based on the studies of Miguel (1997), Miguel and Miorim (2004), Fauvel and Maanen (2000) and Mendes (2006).
This study is linked to the research line "Mathematics Education", belonging to the Postgraduate Program in Teaching and Training Processes of the "Júlio de Mesquita Filho" State University, Campus of Ilha Solteira-SP (FEIS / UNESP). It was developed in a State Public School of the city of Três Lagoas-MS. Based on the assumption that it is necessary to analyze the pedagogical potentialities of the use of the History of Mathematics in the classroom, we have the general objective of discussing the possible potentialities of the use of the History of Mathematics in the teaching of Geometry, especially in the teaching of Theorem Pythagoras. We are interested in analyzing the possible contributions that this undertaking can bring to the teaching / learning process of the students of a group of Youth and Adult Education. The guiding question of the work was: "What are the contributions of the use of the History of Mathematics in the teaching of Geometry, in particular, of the Pythagorean Theorem for the students of the EJA?" Therefore, a didactic sequence was developed and applied with a group of students from the Intermediate Module IV / 9th grade of Elementary School-EJA. In addition, a bibliographical survey of theses / dissertations was presented, which presented arguments about the importance of using the History of Mathematics in classrooms, highlighting its importance in teaching / learning. It was also made the observation of the pedagogical practices of the school in which the work of the teacher / researcher was developed looking for positions of direction, coordination and acting teachers. Methodologically, this study is a qualitative research that allows evidence of contributions of the teaching proposal in question to the students of the chosen class. The data were collected through direct contact with the subjects at their place of study / work. The data that gave origin to the corpus were problematized through Content Analysis, anchored in the studies of Bardin (1988). As a central theoretical axis, we use a specific referential that discusses the History of Mathematics as a Learning Resource, based on the studies of Miguel (1997), Miguel and Miorim (2004), Fauvel and Maanen (2000) and Mendes (2006).
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Palavras-chave
História da matemática, Educação de jovens e adultos, Teorema de Pitágoras, History of mathematics, Youth and adult education, Pythagorean theorem