O ensino da matemática nas escolas do campo de Cascavel: articulação entre conhecimento cientifico e contexto matemático do cotidiano discente

• Ano de defesa: 2013
• Autor(a) principal: Cruz , Jaqueline Zdebski da Silva
• Orientador(a): Szymanski, Maria Lidia Sica
• Banca de defesa: Nogueira, Clélia Maria Ignatius , Bassoi, Tânia Stella
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação, Comunicação e Artes
• País: Brasil
• Palavras-chave em Português: Educação do Campo; Matemática; Contextualização; Ensino e aprendizagem
• Palavras-chave em Inglês: Country Education; learning processes and teaching processes; Mathematic Education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.unioeste.br/handle/tede/3625

This essay describes a research envolving the Mathematics teachers working on nine State Country Schools on Cascavel Municipality, aiming to analise the articulation between the mathematical school knowledge and everyday mathematical knowledge. It takes as reference the Country Education Directive, document which presents the curricular procedures to Paraná State, and defends the necessity of specific pedagogic practices to this educational modality. This work aims to understand if it occurs, as it occurs and which the teachers intend when they do this articulation between different knowledge. It intends also identify if the initiative of articulating those distinctive knowledge are related to elements as: how long teachers are teaching in Country Schools, knowledge of pupil reality, knowledge of the school identity expressed on its Pedagogic Political Project and knowledge of Country Education Directives. The necessity of to answering those questions gave a methodological direction to the process of data collected, which occurred by semistructured interviews during the first semester of 2012, envolving all the 19 State School Country Math teachers in Cascavel Municipality. Data were analyzed by Content Analysis proposed by Bardin, and it was concluded that only the school extra knowledge about the pupil’s reality was relevant to articulate math and everyday context, as all teachers who know this reality do this articulation by any way and all teachers that do not do this articulation do not know such reality. Besides, data showed this articulation in 69% of the situations, but envolving different contextualization concepts.