O ensino de matemática da escola família agrícola de Goiás (EFAGO): um estudo de caso na perspectiva dos alunos e da professora do terceiro ano do ensino médio
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2023-12-15
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Universidade Federal de Goiás
Resumo
This work aims to analyze the perceptions of a mathematics teacher and third year high school
students about the sociocultural contributions of mathematics teaching at EFAGO, and how
teaching is dialoguing with school documents. This concern arose from the perception of the
peasants' need to use methodologies capable of promoting greater significance in their
mathematical learning. For D'Ambrosio (1997) school education must combine theory and
practice, therefore, teaching must have a deep connection with the sociocultural context of
young people, mathematics resulting from this connection brings more meaning to students.
Based on this objective, we question: does the teaching adopted at EFAGO dialogue with the
sociocultural knowledge of the students and, consequently, makes the learning of mathematics
meaningful? We understand this research as qualitative, being a case study. As data
construction tools, we believe that the application of questionnaires and interviews, in addition
to the construction of a field diary, enable data triangulation, which may increase the chances
of success. To produce such contributions and reflections, we based ourselves on Begnami's
(2019) theories on the pedagogy of alternation; mathematics teaching with Fiorentini (1995)
and D'Ambrosio (1998), rural education with Caldart (2004), formal, non-formal and informal
education with Gohn (2010).
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JESUS, C. A. C. O ensino de matemática da escola família agrícola de Goiás (EFAGO): um estudo de caso na perspectiva dos alunos e da professora do terceiro ano do ensino médio. 2024. 93 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Pró-Reitoria de Pós-graduação, Universidade Federal de Goiás, Goiânia, 2023.