Ensino e a aprendizagem de Geometria: meta-análise de dissertações que focam esse tema
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Data
2022-01-07
Autores
Silva, Lais Cristina Pereira da
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Universidade Estadual Paulista (Unesp)
Resumo
Os estudos realizados buscam investigar as concepções que se revelam nos trabalhos, orientados por Maria Bicudo, que focaram o ensino e a aprendizagem da Geometria. Como essas pesquisas abrangem quase quatro décadas, a contar de 1980, foi feito um recorte, visando a analisar década por década. Esta investigação focou a primeira das décadas, 1980, quando as orientações se iniciaram, tendo sido tomadas como material de estudo duas pesquisas elaboradas, apresentadas e defendidas. Os textos foram lidos, fichados e analisados, seguindo o rigor da pesquisa qualitativa, desenvolvida segundo abordagem fenomenológica. Destacamos trechos significativos à luz da interrogação: Quais concepções se revelam nos trabalhos de mestrado, orientados pela Profª Drª. Maria Aparecida Viggiani Bicudo, que focaram o ensino e a aprendizagem da Geometria, na década de 80? Os destaques foram abertos a uma compreensão possibilitada pela hermenêutica, sendo então transformados em Unidades Significativas. Estas são articuladas em ideias que, pelo movimento de redução fenomenológica, vão se articulando em todos mais abrangentes, de modo a exporem as características indagadas na pergunta orientadora, possibilitando que seja realizada uma metacompreensão do tratado nas dissertações. Esse movimento possibilitou articular duas categorias abertas que dizem do fenômeno interrogado: 1. Visão de Geometria e de Matemática; 2. Modos de compreender o ensino e a aprendizagem Matemática e da Geometria, que serão discutidas ao longo do texto. Cinco categorias que dizem do contexto e que foi objeto de nossa interpretação: 1. Procedimentos e movimento de análise; 2. Material didático; 3. Formação do professor e 4. Visão de homem e de Realidade e 5. Educação Matemática em devenir; serão anexadas ao texto, na sua íntegra. Entende-se que a importância desta investigação está em compreender, na historicidade das pesquisas de cunho fenomenológico conduzidas sob o olhar da orientadora em questão, o movimento dos entendimentos havidos, seus desdobramentos e suas ramificações, bem como suas consonâncias e suas dissonâncias.
The studies carried out seek to investigate the conceptions that are revealed in the works guided by Maria Bicudo that focused on the teaching and learning of Geometry. As these researches cover almost four decades, from 1980 onwards, a cut was made, aiming to analyze decade by decade. This investigation focused on the first of the decades in which the guidelines started, 1980, having taken as study material two researches elaborated, presented and defended. The texts were read, recorded and analyzed, following the rigor of qualitative research, developed according to a phenomenological approach. We highlight significant excerpts in the light of the question: What conceptions are revealed in the master's work supervised by Profª Drª Maria Aparecida Viggiani Bicudo, who focused on teaching and learning Geometry in the 80s? The highlights were opened to an understanding made possible by hermeneutics, being then transformed into Meaningful Units. These are articulated in ideas that, through the movement of phenomenological reduction, are articulated in all more comprehensive, in order to expose the characteristics asked in the guiding question, enabling a meta-understanding of the treaty in the dissertations to be carried out. This movement made it possible to articulate two open categories that speak of the phenomenon being questioned: 1. View of Geometry and Mathematics; 2. Ways to understand the teaching and learning of Mathematics and Geometry, which will be discussed throughout the text. Five category that speak of the context and that were the object of our interpretation: 1. Procedures and analysis movement; 2. Teaching material; 3. Teacher training and 4. Vision of man and of Reality and 5. Mathematics Education in the future, will be attached to the text, in its entirety. It is understood that the importance of this investigation lies in understanding, in the historicity of research of a phenomenological nature conducted under the eyes of the supervisor in question, the movement of understandings, their consequences and ramifications, as well as their consonances and dissonances.
The studies carried out seek to investigate the conceptions that are revealed in the works guided by Maria Bicudo that focused on the teaching and learning of Geometry. As these researches cover almost four decades, from 1980 onwards, a cut was made, aiming to analyze decade by decade. This investigation focused on the first of the decades in which the guidelines started, 1980, having taken as study material two researches elaborated, presented and defended. The texts were read, recorded and analyzed, following the rigor of qualitative research, developed according to a phenomenological approach. We highlight significant excerpts in the light of the question: What conceptions are revealed in the master's work supervised by Profª Drª Maria Aparecida Viggiani Bicudo, who focused on teaching and learning Geometry in the 80s? The highlights were opened to an understanding made possible by hermeneutics, being then transformed into Meaningful Units. These are articulated in ideas that, through the movement of phenomenological reduction, are articulated in all more comprehensive, in order to expose the characteristics asked in the guiding question, enabling a meta-understanding of the treaty in the dissertations to be carried out. This movement made it possible to articulate two open categories that speak of the phenomenon being questioned: 1. View of Geometry and Mathematics; 2. Ways to understand the teaching and learning of Mathematics and Geometry, which will be discussed throughout the text. Five category that speak of the context and that were the object of our interpretation: 1. Procedures and analysis movement; 2. Teaching material; 3. Teacher training and 4. Vision of man and of Reality and 5. Mathematics Education in the future, will be attached to the text, in its entirety. It is understood that the importance of this investigation lies in understanding, in the historicity of research of a phenomenological nature conducted under the eyes of the supervisor in question, the movement of understandings, their consequences and ramifications, as well as their consonances and dissonances.
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Educação Matemática, Geometria, Fenomenologia, Pesquisa qualitativa, Mathematics education, Geometry, Phenomenology, Qualitative research