TEM CABIMENTO? INFÂNCIAS, MATEMÁTICAS E VIDAS NA “DIPIANDENIA”

• Ano de defesa: 2024
• Autor(a) principal: VIVIAN NANTES MUNIZ FRANCO
• Orientador(a): Luzia Aparecida de Souza
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Educação Matemática. Infância. Difração. Escola. Ensino remoto.
• Link de acesso: https://repositorio.ufms.br/handle/123456789/9590

This thesis consists of encounters and performs, through writing, a formation through research and its transitions. We propose a problematization of the processes of schooling based on the diffractive possibilities of children's performances at the beginning of literacy, in the 1st year of Elementary School, at a public school in the Municipal Network of Campo Grande – MS. The development of the research occurred within the context of the Covid-19 pandemic, during which we experienced school dynamics through remote learning and its implications, producing with the children, and the materialities with which we interacted, primarily through observations of online meetings that took place via the Google Meet platform, and from them, narratives, records, discomforts, marks, and other unpretentious conversations. We were astonished. In this composition, we outline our theoretical choices, which we also understand as methodological, that led us to pursue and challenge the conceptions of childhood, school practices, diffraction, and other encounters that guided and underpinned our inaugurations and ways of producing and experiencing in this thesis space. Regarding the analytical movement, we brought forth choices, aspirations, questions, cuts, overlaps, and other provocations among records, constituting a tangle that disrupts notions permeating schooling processes – including the teaching of mathematics – that silence and limit children's ways of practicing and being in the world. Thus, desiring discontinuities in the rigid relationships established between us, children, teachers, Mathematical Education, school, research, and other intra-actions, we highlight the potential of yielding to the children's deviations and to release ourselves from certain fittings.