O exame de admissão ao ginásio: A Matemática no processo de seleção hierarquizada

• Ano de defesa: 2020
• Autor(a) principal: Silva, Letícia Maria da
• Orientador(a): Andrade, Silvânio de
• Banca de defesa: Santiago, Zélia Maria de Arruda, Alencar, Alexsandro Coelho
• 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: BR
• Palavras-chave em Português: Exame de admissão; História oral; Processo de hierarquização; Michel Foucault
• Palavras-chave em Inglês: Middle School exam; Hierarchy process; Michel Foucault; Oral history
• Área do conhecimento CNPq: EDUCACAO
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/74008

In this thesis we aim to describe and analyze how the mathematics teaching influenced to construct a process of hierarchy in the entrance exam of middle school (Ginásio). Take into account that the entrance exam to the middle school worked for decades as the only way of access it, and considering his power of selectivity and classification, we brought to our analysis the reflections and thoughts of the philosopher Michel Foucault about the relations that are established between power and knowledge in the disciplinary institution and how the exam is an effective instrument of selections, comparison and exclusion. According to the methodological procedures of Oral History, we stared from the testimonials of three voluntaries to the searching who experienced the Entrance Exam as students, and, together with the analysis fo the testimonials, we analyzed and investigated archives, specifically the mathematics tests in the CD-ROM organized by VALENTE (2001), from 1930 to 1969 and from the analysis we started to reflect how this hierarchy process becomes present in the middle school Entrance Examinations and how the Mathematics tests contributed to accentuate the classifications in this hierarchy process. The textualizations of the interviews carried out during the research are presented in the text as monologues, as we believe that this way the readers will be able to have greater engagement with the narrated stories. Through the speeches and files analyzed, it became possible to reflect on this process of hierarchization that appears in a subtle way in the reports of the interviewees and also in the Mathematics tests that present themselves as an effective mechanism for selecting and controlling access to the continuity of studies.