Educação Matemática como cuidado: focando o contexto hospitalar
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Data
2023-06-20
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem por objetivo investigar como se mostra o ensino de Matemática no contexto da Educação Hospitalar, olhando para o discurso de professores que ministram a disciplina e atuam nesse contexto. Para tanto, partimos da interrogação “Como o ensino de Matemática se mostra para professores que vivenciam a Educação Hospitalar?” A constituição dos dados se deu por meio de entrevistas com docentes que ensinam Matemática e atuam no contexto educacional hospitalar no Estado de São Paulo. Os textos provenientes da descrição das falas desses professores foram lidos e analisados seguindo o rigor da pesquisa qualitativa, desenvolvida segundo abordagem fenomenológica. Mediante a análise das entrevistas, pelo movimento de redução fenomenológica, foram tecidas considerações acerca do trabalho desenvolvido por esses profissionais e articuladas doze convergências que versam sobre o ensino de Matemática neste ambiente de aprendizagem. Esse movimento possibilitou constituir, as doze convergências descritas em três categorias abertas, denominadas: 1. Dificuldades enfrentadas no ensino de Matemática na Educação Hospitalar: trata sobre as dificuldades dos professores e dos alunos com o conteúdo de matemática; 2. Ser professor no contexto da Educação Hospitalar: diz dos modos pelos quais o professor se compreende e compreende sua formação como profissional que atua no contexto hospitalar; e 3. Especificidades no contexto educativo hospitalar: esta categoria diz principalmente das características do ambiente e do ensino, considerando um contexto em que a doença e a morte estão presentes. A pesquisa finda com a discussão de cada uma dessas categorias, apresentando nossas compreensões do fenômeno interrogado.
This research aims to investigate how mathematics teaching is shown in the context of Hospital Education, based on the discourse of mathematics teachers who work in this context. For that, we start in the light of the question “How mathematics teaching is shown to teachers who experience Hospital Education?”. The construction of the data took place through interviews with mathematics teachers who work at the hospital educational context in the state of São Paulo. The texts from the description of the speeches of these teachers were read and analyzed, following the rigor of qualitative research, developed according to the phenomenological approach. From the analysis of the interviews, through the movement of phenomenological reduction, considerations were made about the work developed by these teachers and twelve convergences were articulated that talk about the teaching of mathematics in this learning environment. Thus, this movement made it possible to articulate, from the twelve convergences described, three open categories, called: 1. Hardship faced in teaching mathematics in Hospital Education: deals with the difficulties of teachers and students with the content of mathematics; 2. Being a teacher in the context of Hospital Education: tells of the ways in which the teacher understands himself and understands his training as a professional who works in the hospital context; and 3. Specificities in the hospital educational context: this category mainly refers to the characteristics of the environment and teaching, considering a context in which illness and death are present. The research ends with the discussion of each of these categories, presenting our understandings of the questioned phenomenon.
This research aims to investigate how mathematics teaching is shown in the context of Hospital Education, based on the discourse of mathematics teachers who work in this context. For that, we start in the light of the question “How mathematics teaching is shown to teachers who experience Hospital Education?”. The construction of the data took place through interviews with mathematics teachers who work at the hospital educational context in the state of São Paulo. The texts from the description of the speeches of these teachers were read and analyzed, following the rigor of qualitative research, developed according to the phenomenological approach. From the analysis of the interviews, through the movement of phenomenological reduction, considerations were made about the work developed by these teachers and twelve convergences were articulated that talk about the teaching of mathematics in this learning environment. Thus, this movement made it possible to articulate, from the twelve convergences described, three open categories, called: 1. Hardship faced in teaching mathematics in Hospital Education: deals with the difficulties of teachers and students with the content of mathematics; 2. Being a teacher in the context of Hospital Education: tells of the ways in which the teacher understands himself and understands his training as a professional who works in the hospital context; and 3. Specificities in the hospital educational context: this category mainly refers to the characteristics of the environment and teaching, considering a context in which illness and death are present. The research ends with the discussion of each of these categories, presenting our understandings of the questioned phenomenon.
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Palavras-chave
Educação Matemática, Educação hospitalar, Ensino, Fenomenologia, Mathematics Education, Hospital Education, Teaching, Phenomenology