O manual do professor de Matemática nos livros didáticos: uma análise no fomento à argumentação

• Ano de defesa: 2017
• Autor(a) principal: Silva, Regina Coelly Mendes da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO
• Palavras-chave em Português: Argumentação; Livros didáticos; Manual do professor; Ensino de Matemática; Análise documental; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufrn.br/jspui/handle/123456789/27426

The objective of the study is to analyze the didactic potentials raised in the Manuals of the Mathematics Teacher in Didactic Books concerning the promotion of the student’s argumentative abilities. Based on the perspectivism of Argumentation discussed by Wenzel (1990), we seek to identify how the perspective (rhetoric, dialectic and analytical) explored in the Manuals is based on the objectives proposed for the student and the theoreticalmethodological orientations directed at the teacher. In addition, we investigate if the proposed activities for the student support the teacher to carry out his work intending the development of these skills. Understanding the relevance of the aspects inherent to informal logic - which characterizes argumentation as a process - in the development of the objectives of training for scientific culture, the development of critical thinking and metacognition, the study is based on Kolstø and Ratcliffe ( 2007); Boavida, Gomes and Machado (2002); Leitão (2007); Van Eemeren (1996); Jimenez-Aleixandre and Erduran (2007); And Jimenez-Aleixandre (2010), who discuss the argumentation in their social perspectives. In order to carry out documentary analysis, of a qualitative nature, the precepts inherent to the perspectivism of the argumentation were used in addition to the categories formulated by Jimenez-Aleixandre (2007), which refer to the structuring principles of argumentation in a curriculum that proposes its development. The Didactic Books (approved by the PNLD / 2015), welcomed as object of this investigation, are directed to the High School and used by the teachers of Mathematics of the public school of the municipality of Rio Tinto/PB, because this is the segment and locality, respectively, concerning the pedagogical practice of the researcher. The results of the study point to divergences between the didactic strategies suggested to the teacher and the objectives proposed for the student. In addition to opposing perspectives of argumentation, the investigation also pointed out that the didactic proposals directed to the student present limitations on the principles that assure him against a curriculum that aims at its development. We infer that the indicatives pointed out in this work generate subsidies to the Mathematics Teacher who makes use of the Didactic Book as instrument to support his pedagogical practice, since, the identification of the limitations indicated here, will enable the construction of new strategies in his teaching practice. This research is in line with the work developed by the Mathematics and Portuguese Language Teaching Research Group (CONTAR), through the Project "Language and sustainable development: integrating science, Portuguese language and Mathematics" (Project 21053/2012 - OBEDUC / CAPES / INEP), which has the Didactic Book as a study goal.