Diferentes realidades: ticas de matema na matemática escolar
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Data
2010-09-22
Autores
Cunha, Adauto Nunes da [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho evidencia as diferentes realidades que influem na construção das ticas de matema que emergem durante as aulas de matemática de uma escola pública do estado de São Paulo, localizada em São José do Rio Preto. Sendo caracterizada como qualitativa e tendo uma conotação etnográfica, a metodologia nele adotada age como referência, como parâmetro de validação, como método que funciona iluminando o caminho, ainda como ensaio gerativo e estratégia “para” e “do” pensamento sobre os sujeitos e dados da pesquisa. Da confrontação entre teoria e prática, esta investigação verifica os elementos que dão suporte à construção do conhecimento pelos alunos. Também mostra as dificuldades advindas da existência de diferentes níveis de realidade e de diferentes níveis de percepção dentro da sala de aula, dada a complexidade existente nesse processo. Aponta que os indivíduos trazem ao processo de aquisição de conhecimento elementos de sua herança cultural, que influenciam fundamentalmente a maneira como percebem a realidade. O estudo revela que o professor traz um conhecimento que é visto como diferente e próprio da matemática – o saber disciplinar –, sendo que os alunos entrevistados, em sua maioria, não vêem relação dessa matemática (a escolar) com seu dia-a-dia. Expõe, ainda, que os alunos utilizam para a construção do conhecimento a noção transdisciplinar. Neste sentido, o diálogo, o conhecimento sociocultural dos alunos e as suas expectativas em relação à matemática devem ser valorizados. Ainda, deve-se trazer o lúdico para este processo, como fator positivo à construção do conhecimento
The current paper highlights the different realities that influence the construction of the tics of mathema that emerge during the math classes at a public school of São Paulo, located in Sao Jose do Rio Preto. Being characterized as a qualitative research and due the ethnographic connotation, the methodology adopted can be seen as a reference, as a parameter validation, as method that works illuminating the way, and even as a generative test and as a strategy for and from thinking about the subject and data search. From the comparison between theory and practice, this research verifies the elements that support the construction of knowledge by students. It also shows the difficulties arising from different levels of reality and different levels of perception within the classroom, due the complexities that exist in this process. It indicates that individuals bring elements of their cultural heritage to the process of acquiring knowledge, which fundamentally influences how they perceive the reality. The study reveals that the teacher brings a knowledge that is seen as very different and inherent from mathematics – the disciplinary knowledge – and most of the students interviewed see no relation between mathematics (the scholar one) and their day-to-day activities. The research exhibits also that students use the notion of transdisciplinary to construct their knowledge. In this sense, the dialogue, the socio-cultural knowledge of students and their expectations about math must be considered. Finally, we must bring the ludic element to this process as a positive factor for the construction of knowledge
The current paper highlights the different realities that influence the construction of the tics of mathema that emerge during the math classes at a public school of São Paulo, located in Sao Jose do Rio Preto. Being characterized as a qualitative research and due the ethnographic connotation, the methodology adopted can be seen as a reference, as a parameter validation, as method that works illuminating the way, and even as a generative test and as a strategy for and from thinking about the subject and data search. From the comparison between theory and practice, this research verifies the elements that support the construction of knowledge by students. It also shows the difficulties arising from different levels of reality and different levels of perception within the classroom, due the complexities that exist in this process. It indicates that individuals bring elements of their cultural heritage to the process of acquiring knowledge, which fundamentally influences how they perceive the reality. The study reveals that the teacher brings a knowledge that is seen as very different and inherent from mathematics – the disciplinary knowledge – and most of the students interviewed see no relation between mathematics (the scholar one) and their day-to-day activities. The research exhibits also that students use the notion of transdisciplinary to construct their knowledge. In this sense, the dialogue, the socio-cultural knowledge of students and their expectations about math must be considered. Finally, we must bring the ludic element to this process as a positive factor for the construction of knowledge
Descrição
Palavras-chave
Matemática - Estudo e ensino, Etnomatematica, Transdisciplinaridade, Transdisciplinarity
Como citar
CUNHA, Adauto Nunes da. Diferentes realidades: ticas de matema na matemática escolar. 2010. 143 f. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Geociências e Ciências Exatas, 2010.