Tensões da matemática como conhecimento: instrumentalização e formação do homem autônomo
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2014-08-19
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Universidade Federal de Goiás
Resumo
This dissertation, of the search line Fundamentals of Educational Processes, in the
studies field between philosophy and education, investigates the concept of autonomy
and its possible implications for the question of the meaning and tensions of
mathematics as knowledge. This study, which is structured in three chapters, discusses
the tensions of mathematics as knowledge, instrumentality and formation of
autonomous men, as well investigates the meaning of education and mathematical
knowledge. Then, it analyzes the implications of autonomy and instrumentality in
mathematics as knowledge today. The instrumental perspective complicates the
interrogation and questioning. We leave to ask what is the arkhé, what students are
indeed learning and how they are learning. Today the school is concerned mainly with
the operationalization of education in order to train competent individuals to the labor
market. However, with the proposal to discuss the tensions for the formation of an
autonomous man, such situation requires changes and urgent investigations. In the
context of tensions that are established in education and, more specifically, in the
mathematical knowledge, a question imposes itself as decisive and, as the formal aspect,
this research aims to reflect it: The meaning of mathematical knowledge present in
schools and resizings of the current education promotes autonomy or the
instrumentalization of the students? The goal is to discuss how the question of
autonomy was thought in the history of Greek education and in the present day and,
shortly thereafter, the challenges for the promotion of this autonomy in the learning and
teaching process of mathematics. The methodological fundamentals of literature will
enable the questioning, reflection and understanding of the reality that are being studied,
in other words, of the teaching of mathematics.
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BRAGA, Laudelina. Tensões da matemática como conhecimento: instrumentalização e formação do homem autônomo. 2014. 101 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2014.