A formação de professores de matemática no timor-leste à luz da etnomatemática
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Data
2010-04-15
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Universidade Federal de Goiás
Resumo
This dissertation aims to investigate/realise, in generally, the reflections about the education
practiced in the three distinct periods – The Portuguese colonization (1522-1975), The
Indonesian invasion (1975-1999) and The East Timor Independent (2002- current) – and,
particulary, about Mathematics teachers´ formation in East Timor, by the lights of
Ethnomathematics perspective. The point of view here is taken part in “choosing” this theme
which makes the sum aspects importance’s to give the contributions through the reflection
and to give opportunities for new perspectives as a way of difference views about the multiple
issues to improve the quality of scholar education for the country. In particular, the
Mathematics teachers training in the country of sandalwood that survived for at least two
periods of domination and which “legacy” left by the oppressors of efforts, still needs efforts
to be surpassed. For that, it was proposed as theoretical framework of the research, the field of
Ethnomathematics –which one is mainly based on the author D’Ambrosio – and allied to the
approach of Paulo Freire’s perspective education lode to substance reflections related to
significant sources, documents and experiences lived by the researcher. Methodologically, the
study includes a component of critical, theoretical and empirical reflection, requiring the
author's subjective involvement in the collection of the primary and secondary data. The
research was conducted through bibliographic and documentary procedures with ethnographic
inspiration and involved a self-critical dialogue of the researcher taking into account his own
experience in school practice. Referring to the conceptions of principals authors which as
theoretical ground fundaments of this research; discuss as appointment, to the formation of
teachers (mathematics) of East Timor, the education of peace, to the citizen and to the world
civilization. Emerges for there a new position regarding to the “choices” about knowledge
and curriculum for the class room’s practice, which comes to contribute towards the
enhancement of the existing knows/makes in East Timor’s socio-cultural context.
Descrição
Citação
BELO, Joaquim do Carmo. A formação de professores de matemática no timor-leste à luz da etnomatemática. 2010. 205 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2010.