Etnomatemática, educação matemática crítica e pedagogia dialógico-libertadora: contextos e caminhos pautados na realidade sociocultural dos alunos
Data
2010-12-16
Autores
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Editor
Universidade Federal de Goiás
Resumo
The presented research is in line of search Teaching and Learning of Science and
Mathematics of Postgraduate Program on Education in Science and Mathematics of Pro-
Rectory for Research and Postgraduate Studies (PRPPG) of Federal University of Goiás. The
developed study aimed investigate and reflect about the possibilities of articulation in between
the mathematic knowledge and social, political, cultural and economic realities, through
contextualized activities with aim in to valorize the students life contexts (background) and
give voice to your yearnings, hopes and dreams (foreground). The central problem in the
research is constituted as follows: can that articulation contribute to a learning with social
meanings and culturally contextualized from mathematics, as to a critical reading and aware
of the reality surrounding which encourage the student autonomy? Linked to this question,
lies the research goal: investigate if the act of seeking meanings to a effective learning of
mathematics through contextualized activities in the students sociocultural reality, plus your
interests, contributes to that their knowledge be directed to a critical conscience and to a
autonomous exercise of citizenship. This study is constituted by a qualitative approach of
research, in the context of Ethnomatematics, Critical Mathematics Education and Dialogical
Pedagogy-Liberating. The research has been made on public schools of Goiânia city (Goiás
state) with a students class which moved from first to second year of high school during the
conduct of research, being structured in two phases: Diagnosis (observation in the classroom,
sociocultural questionnaire and diagnostic activity) and Pedagogical Intervention (thematic
classes and the project The Mathematics and The Professions). The hope is that it comes
against to the potential, the development, the curiosity and the creativity of people seeking a
less compartmentalized world in areas of knowledge and life practices, looking for a world
that can be understood in its diversity through education, valuing experiences, everyday
experiences and dreams, recognizing the subject in your space, in your roots, your culture,
your knowledges, your desires, to give "voice" and rescue on the students their right to
citizenship, in order to have a society with more opportunities and fewer inequalities.
Descrição
Palavras-chave
Etnomatemática , Educação Matemática Crítica , Pedagogia Dialógico , Libertadora , Conhecimento Matemático , Realidade Sociocultural , Ethnomatematics , Critical Mathematics Education , Dialogical Pedagogy , Liberating , Mathematical Knowledge , Sociocultural Reality , 1. Etnomatemática 2. Educação Matemática Crítica 3.
Pedagogia Dialógico-Libertadora 4. Conhecimento Matemático
5. Realidade Sociocultural
Citação
REIS, Jaqueline Ferreira dos. Ethnomatematics, mathematics education and critical pedagogy
dialogical-liberation: backgrounds and paths
guided by the sociocultural reality of the students. 2010. 147 f. Dissertação (Mestrado em Ciências Exatas e da Terra) - Universidade Federal de Goiás, Goiânia, 2010.