Tipos de comunica??o que emergem dos ambientes de aprendizagem estabelecidos pelos estudantes e professor de uma escola de campo
Ano de defesa: | 2023 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Estadual de Feira de Santana
|
Programa de Pós-Graduação: |
Programa de P?s-Gradua??o em Educa??o
|
Departamento: |
DEPARTAMENTO DE EDUCA??O
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede2.uefs.br:8080/handle/tede/1537 |
Resumo: | Field Education emerges from the struggles of rural social movements, especially the MST, in favor of a transformative emancipatory education that encompasses social, political and cultural references in its teaching context. This research is developed circumstance of Field Education and Critical Mathematics Education, with the objective of analyzing the types of communication that emerge from the Learning Environments established by students and teachers in a school located in a rural community. The present research was structured in three specific objectives: i) carrying out a Systematic Literature Review, on the Capes journal portal, in order to understand how the teaching of Mathematics, in the context of Field Education, has been problematized in the area of Education Mathematics; ii) analysis of the textbook used at school, the locus of the research, in order to identify the types of communication that emerge in the classroom from the Learning Environments present in the teaching materials used; iii) observations of the Mathematics classes of a 6th grade class aiming to discuss the types of communication in order to favor the appearance of dialogues. In the process of data collection, with the observation of the class, the classes were audio-recorded and transcribed to compose the corpus of the research. Among the results achieved, it is noteworthy that despite the increase in the number of works that are willing to discuss between Rural Education and Mathematics Education, most of these studies address the peasant context without problematizing social, political and cultural issues, only replacing mathematical terms by terms common to the field. Regarding the analyzed didactic material and the pedagogical practice guided by it, we infer that the reality that it proposes to problematize does not match the experiences of the subjects who use it. There is a predominance of Learning Environments that configure the paradigm of the exercise list that do not favor the appearance of dialogues, maintaining the communication pattern centered on the teacher, reverberating in a pedagogical practice absent from political and democratic contexts referring to the students' reality. Finally, we propose that the scenario for investigation and/or moving through the different learning environments can offer rural students a meaningful Mathematics learning, with a teaching consistent with critical conceptions of understanding and comprehension of the development of the instituted society. |
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Grilo, Jaqueline de Souza Pereira00149263503http://lattes.cnpq.br/393957042706639141327673886https://orcid.org/0000-0002-6328-8334http://lattes.cnpq.br/7773267522492999Souza, Erivelton Nascimento de2023-08-24T20:02:37Z2023-06-05SOUZA, Erivelton Nascimento de. Tipos de comunica??o que emergem dos ambientes de aprendizagem estabelecidos pelos estudantes e professor de uma escola de campo, 2023, 109f., Disserta??o (mestrado) - Programa de P?s-Gradua??o em Educa??o, Universidade Estadual de Feira de Santana, Feira de Santana.http://tede2.uefs.br:8080/handle/tede/1537Field Education emerges from the struggles of rural social movements, especially the MST, in favor of a transformative emancipatory education that encompasses social, political and cultural references in its teaching context. This research is developed circumstance of Field Education and Critical Mathematics Education, with the objective of analyzing the types of communication that emerge from the Learning Environments established by students and teachers in a school located in a rural community. The present research was structured in three specific objectives: i) carrying out a Systematic Literature Review, on the Capes journal portal, in order to understand how the teaching of Mathematics, in the context of Field Education, has been problematized in the area of Education Mathematics; ii) analysis of the textbook used at school, the locus of the research, in order to identify the types of communication that emerge in the classroom from the Learning Environments present in the teaching materials used; iii) observations of the Mathematics classes of a 6th grade class aiming to discuss the types of communication in order to favor the appearance of dialogues. In the process of data collection, with the observation of the class, the classes were audio-recorded and transcribed to compose the corpus of the research. Among the results achieved, it is noteworthy that despite the increase in the number of works that are willing to discuss between Rural Education and Mathematics Education, most of these studies address the peasant context without problematizing social, political and cultural issues, only replacing mathematical terms by terms common to the field. Regarding the analyzed didactic material and the pedagogical practice guided by it, we infer that the reality that it proposes to problematize does not match the experiences of the subjects who use it. There is a predominance of Learning Environments that configure the paradigm of the exercise list that do not favor the appearance of dialogues, maintaining the communication pattern centered on the teacher, reverberating in a pedagogical practice absent from political and democratic contexts referring to the students' reality. Finally, we propose that the scenario for investigation and/or moving through the different learning environments can offer rural students a meaningful Mathematics learning, with a teaching consistent with critical conceptions of understanding and comprehension of the development of the instituted society.A Educa??o do Campo emerge das lutas dos movimentos sociais do campo, em especial o MST, em favor de uma educa??o emancipat?ria, transformadora, que abrange, em seu contexto de ensino, refer?ncias sociais, pol?ticas e culturais. Esta pesquisa se desenvolve no ?mbito da Educa??o do Campo e da Educa??o Matem?tica Cr?tica, tendo como objetivo analisar os tipos de comunica??o que emergem dos Ambientes de Aprendizagem estabelecidos pelos estudantes e professor, em uma escola localizada em uma comunidade campesina. A presente pesquisa foi estruturada em tr?s etapas, sendo que cada uma se configura nos objetivos espec?ficos: i) realizar uma Revis?o Sistem?tica de Literatura, no portal de peri?dicos da Capes, a fim de compreender como o ensino de Matem?tica, no contexto da Educa??o do Campo, tem sido problematizado na ?rea da Educa??o Matem?tica; ii) analisar o livro did?tico utilizado na escola, l?cus de realiza??o da pesquisa, no intuito de identificar os tipos de comunica??o que emergem na sala de aula a partir dos Ambientes de Aprendizagem presentes nos materiais did?ticos utilizados; iii) observar as aulas de Matem?tica de uma turma do 6? ano, objetivando analisar os tipos de comunica??o no intuito de favorecer o aparecimento de di?logos. No processo de produ??o de dados, com a observa??o da turma, as aulas foram ?udio-gravadas e transcritas para compor o corpus da pesquisa. Dentre os resultados alcan?ados, destaca-se que, apesar do aumento no n?mero de trabalhos que se disp?em a fazer uma discuss?o entre a Educa??o do Campo e a Educa??o Matem?tica, grande parte desses estudos aborda o contexto campon?s sem uma problematiza??o a respeito das quest?es sociais, pol?tica e culturais, fazendo apenas a substitui??o de termos matem?ticos por termos comuns ao campo. A respeito do material did?tico analisado e da pr?tica pedag?gica por ele orientada, inferimos que a realidade que este se prop?e a problematizar n?o condiz com as viv?ncias dos sujeitos que o utilizam, h? um predomin?ncia de Ambientes de Aprendizagem que configuram o paradigma da lista de exerc?cio que n?o favorecem o aparecimento de di?logos, mantendo o padr?o de comunica??o centrado no professor, reverberando numa pr?tica pedag?gica ausente de contextos pol?ticos e democr?ticos referentes ? realidade dos estudantes. Por fim, propomos que o cen?rio para investiga??o e/ou o movimentar-se pelos diferentes ambientes de aprendizagens pode oferecer aos estudantes do campo uma aprendizagem de Matem?tica significativa, com um ensino condizente com concep??es cr?ticas de entendimento e compreens?o do desenvolvimento da sociedade institu?da.??Submitted by Daniela Costa (dmscosta@uefs.br) on 2023-08-24T20:02:37Z No. of bitstreams: 1 Disserta??o - Erivelton Nascimento.pdf: 2124331 bytes, checksum: d7d1e225b178740cda2bb1fb4fcb5185 (MD5)Made available in DSpace on 2023-08-24T20:02:37Z (GMT). No. of bitstreams: 1 Disserta??o - Erivelton Nascimento.pdf: 2124331 bytes, checksum: d7d1e225b178740cda2bb1fb4fcb5185 (MD5) Previous issue date: 2023-06-05Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPESapplication/pdfporUniversidade Estadual de Feira de SantanaPrograma de P?s-Gradua??o em Educa??oUEFSBrasilDEPARTAMENTO DE EDUCA??OEduca??o do campoEduca??o matem?tica cr?ticaAmbientes de aprendizagemDi?logoLearning EnvironmentsDialogueField EducationCritical Mathematics EducationEDUCACAO::ENSINO-APRENDIZAGEMTipos de comunica??o que emergem dos ambientes de aprendizagem estabelecidos pelos estudantes e professor de uma escola de campoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-84512857932284779376006006006003298115314873488434-44529178365760201742075167498588264571info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEFSinstname:Universidade Estadual de Feira de Santana (UEFS)instacron:UEFSORIGINALDisserta??o - Erivelton Nascimento.pdfDisserta??o - Erivelton Nascimento.pdfapplication/pdf2124331http://tede2.uefs.br:8080/bitstream/tede/1537/2/Disserta%C3%A7%C3%A3o+-+Erivelton+Nascimento.pdfd7d1e225b178740cda2bb1fb4fcb5185MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://tede2.uefs.br:8080/bitstream/tede/1537/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/15372023-09-26 18:08:19.506oai:tede2.uefs.br:8080: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.uefs.br:8080/PUBhttp://tede2.uefs.br:8080/oai/requestbcuefs@uefs.br|| bcref@uefs.br||bcuefs@uefs.bropendoar:2023-09-26T21:08:19Biblioteca Digital de Teses e Dissertações da UEFS - Universidade Estadual de Feira de Santana (UEFS)false |
dc.title.por.fl_str_mv |
Tipos de comunica??o que emergem dos ambientes de aprendizagem estabelecidos pelos estudantes e professor de uma escola de campo |
title |
Tipos de comunica??o que emergem dos ambientes de aprendizagem estabelecidos pelos estudantes e professor de uma escola de campo |
spellingShingle |
Tipos de comunica??o que emergem dos ambientes de aprendizagem estabelecidos pelos estudantes e professor de uma escola de campo Souza, Erivelton Nascimento de Educa??o do campo Educa??o matem?tica cr?tica Ambientes de aprendizagem Di?logo Learning Environments Dialogue Field Education Critical Mathematics Education EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Tipos de comunica??o que emergem dos ambientes de aprendizagem estabelecidos pelos estudantes e professor de uma escola de campo |
title_full |
Tipos de comunica??o que emergem dos ambientes de aprendizagem estabelecidos pelos estudantes e professor de uma escola de campo |
title_fullStr |
Tipos de comunica??o que emergem dos ambientes de aprendizagem estabelecidos pelos estudantes e professor de uma escola de campo |
title_full_unstemmed |
Tipos de comunica??o que emergem dos ambientes de aprendizagem estabelecidos pelos estudantes e professor de uma escola de campo |
title_sort |
Tipos de comunica??o que emergem dos ambientes de aprendizagem estabelecidos pelos estudantes e professor de uma escola de campo |
author |
Souza, Erivelton Nascimento de |
author_facet |
Souza, Erivelton Nascimento de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Grilo, Jaqueline de Souza Pereira |
dc.contributor.advisor1ID.fl_str_mv |
00149263503 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3939570427066391 |
dc.contributor.authorID.fl_str_mv |
41327673886 https://orcid.org/0000-0002-6328-8334 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7773267522492999 |
dc.contributor.author.fl_str_mv |
Souza, Erivelton Nascimento de |
contributor_str_mv |
Grilo, Jaqueline de Souza Pereira |
dc.subject.por.fl_str_mv |
Educa??o do campo Educa??o matem?tica cr?tica Ambientes de aprendizagem Di?logo Learning Environments Dialogue |
topic |
Educa??o do campo Educa??o matem?tica cr?tica Ambientes de aprendizagem Di?logo Learning Environments Dialogue Field Education Critical Mathematics Education EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Field Education Critical Mathematics Education |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::ENSINO-APRENDIZAGEM |
description |
Field Education emerges from the struggles of rural social movements, especially the MST, in favor of a transformative emancipatory education that encompasses social, political and cultural references in its teaching context. This research is developed circumstance of Field Education and Critical Mathematics Education, with the objective of analyzing the types of communication that emerge from the Learning Environments established by students and teachers in a school located in a rural community. The present research was structured in three specific objectives: i) carrying out a Systematic Literature Review, on the Capes journal portal, in order to understand how the teaching of Mathematics, in the context of Field Education, has been problematized in the area of Education Mathematics; ii) analysis of the textbook used at school, the locus of the research, in order to identify the types of communication that emerge in the classroom from the Learning Environments present in the teaching materials used; iii) observations of the Mathematics classes of a 6th grade class aiming to discuss the types of communication in order to favor the appearance of dialogues. In the process of data collection, with the observation of the class, the classes were audio-recorded and transcribed to compose the corpus of the research. Among the results achieved, it is noteworthy that despite the increase in the number of works that are willing to discuss between Rural Education and Mathematics Education, most of these studies address the peasant context without problematizing social, political and cultural issues, only replacing mathematical terms by terms common to the field. Regarding the analyzed didactic material and the pedagogical practice guided by it, we infer that the reality that it proposes to problematize does not match the experiences of the subjects who use it. There is a predominance of Learning Environments that configure the paradigm of the exercise list that do not favor the appearance of dialogues, maintaining the communication pattern centered on the teacher, reverberating in a pedagogical practice absent from political and democratic contexts referring to the students' reality. Finally, we propose that the scenario for investigation and/or moving through the different learning environments can offer rural students a meaningful Mathematics learning, with a teaching consistent with critical conceptions of understanding and comprehension of the development of the instituted society. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-08-24T20:02:37Z |
dc.date.issued.fl_str_mv |
2023-06-05 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SOUZA, Erivelton Nascimento de. Tipos de comunica??o que emergem dos ambientes de aprendizagem estabelecidos pelos estudantes e professor de uma escola de campo, 2023, 109f., Disserta??o (mestrado) - Programa de P?s-Gradua??o em Educa??o, Universidade Estadual de Feira de Santana, Feira de Santana. |
dc.identifier.uri.fl_str_mv |
http://tede2.uefs.br:8080/handle/tede/1537 |
identifier_str_mv |
SOUZA, Erivelton Nascimento de. Tipos de comunica??o que emergem dos ambientes de aprendizagem estabelecidos pelos estudantes e professor de uma escola de campo, 2023, 109f., Disserta??o (mestrado) - Programa de P?s-Gradua??o em Educa??o, Universidade Estadual de Feira de Santana, Feira de Santana. |
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http://tede2.uefs.br:8080/handle/tede/1537 |
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