Uma investigação sobre o discurso do professor de Matemática

• Ano de defesa: 2021
• Autor(a) principal: Silva, Genilson Viana da
• Orientador(a): Barboza, Pedro Lucio
• Banca de defesa: Fernandes, José de Arimateia , Almeida, Helber Rangel Formiga Leite de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: Brasil
• Palavras-chave em Português: Discurso pedagógico; Professores; Ensino de Matemática
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://tede.bc.uepb.edu.br/jspui/handle/tede/3935

The aim of this study is to analyze the pedagogical and methodological discourse of the mathematics teacher. The research is qualitative in nature and adopts a multipaper format, consisting of two empirical articles. Nine public school mathematics teachers participated in the research. The data were produced in two different moments, in the first through video recording of sixteen classes of two teachers, in the second through interviews with seven teachers that were recorded via WhatsApp audios. We anchor all observation and analysis of the data using discourse analysis in the French (AD) approach supported by theorists Michel Pêcheux (1995), and disseminated here in Brazil by Eni Orlandi (2009). We found in the episodes of analyzed classes the predominance of authoritarian pedagogical discourse, but there is also space to point out the possibility of the existence of controversial and ludic discourses. It was possible to notice that there is a grouping of relationships of meanings that lead to some teaching methods advocated by some theorists, but it is not clear whether the practices are carried out in accordance with the teaching methodologies currently defended.