História da Matemática no livro didático de Matemática: Práticas discursivas

• Ano de defesa: 2014
• Autor(a) principal: Alencar, Alexsandro Coelho
• Orientador(a): Barbosa, José Lamartine da Costa
• Banca de defesa: Andrade, Silvanio de , Garnica, Antônio Vicente Marafioti
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Mestrado Profissional em Ensino de Ciências e Matemática
• Departamento: Ensino de Física
• País: BR
• Palavras-chave em Português: História da Matemática; Livro didático; Práticas discursivas
• Palavras-chave em Inglês: History of Mathematics; Textbook; Discursive practices.
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/2094

This analysis is a qualitative study about the history of mathematics in mathematics textbook. This is an analysis of didactic material according to the methodological framework of discourse analysis. Aims to analyze the discursive practices present in the passages of the history of mathematics in mathematics textbook of high school in three of the seven collections approved by the Programa Nacional do Livro Didático -.PNLD 2012 (National Textbook Program) it was observed that the use of history in science and Mathematics teaching takes an important position in the contexts of teaching and learning currently. So, the history of mathematics is an integral part of the school mathematical knowledge contained in the textbook. It was also observed that the trend toward the use of traditional history is prevalent in the history of mathematics contained in the textbook of high school; that in mathematics textbook is not practiced as part of the mathematical content, but rather as an accessory to it and there are more historical passages informative or motivating character, and few where it uses the story as a teaching resource or as exploration of historical content itself. Therefore concluded that the textbook of mathematics, in regard to the use of mathematical history, reinforces the traditional paradigm, historically constructed and culturally determined in scientific and pedagogical field most commonly accepted in the mathematical community. In this process, the textbook through their discursive practices, plays an important disseminator role, producing meanings and contributing to the production of these because of their many uses and appropriations, sometimes reinforcing, sometimes breaking paradigms from a network of relationships that involves the scientific, pedagogical, marketing and cultural discourses.