Projeto de letramento matemático: indicadores para a docência

• Ano de defesa: 2016
• Autor(a) principal: Medeiros, Jânio Elpídio de
• 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: Letramento matemático; Projeto de letramento; Ensino de matemática; Escola pública; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufrn.br/jspui/handle/123456789/22586

This paper aims to identify and analyze the aspects concerning Mathematics teaching from the development of a literacy project with students from 9th grade of elementary school. We performed the survey in a public school in Mamanguape, Paraiba, Brazil. In order to do that, we analyzed the theoretical frameworks of literacy and literacy project (KLEIMAN, 1995; 2000; 2005; 2007; STREET, 2007; 2014); reading and writing activities in Mathematics classes (SMOLE & DINIZ, 2001; LIMA AND NORONHA, 2014) and speech genres (LEITE & BARBOSA, 2014). The methodological research course consisted in the design and development of a literacy project in Math classes, which had as its thematic focus "The use of water" and entitled as "Water supply and storage in Mamanguape-PB". Since it is a qualitative research, we characterize this investigation as an Action-Research, because the role of the teacher-researcher was not limited to mere observation of the actions, but to being subjects who reflect, intervene, analyze and transform their teaching practice and learn from those involved in the research (GIL, 2010). The data analysis that we performed along the literacy project development took place in a self-reflective perspective that considered the process of (re) developing the educational planning and the teaching practice – both present in the dialogical process. This was established between the subjects of literacy and due to the experience of individual collective moments of planning, of literacy practices and of understanding and reformulating the mathematical concepts involved. The results point to the teacher‟s learning, which came from their reflections, and to the students‟ mathematical and social learning.