O ensino de Matem?tica na Escola Fam?lia Agr?cola de Orizona

• Ano de defesa: 2020
• Autor(a) principal: Gon?alves, N?bia Cristiana
• Orientador(a): Mattos, Jos? Roberto Linhares de
• Banca de defesa: Mattos, Jos? Roberto Linhares de, Nascimento, Eulina Coutinho Silva do, Mattos, Sandra Maria Nascimento de, Tostas, Rog?rio Gomes de Lima
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o Agr?cola
• Departamento: Instituto de Agronomia
• País: Brasil
• Palavras-chave em Português: Ensino de matem?tica; Educa??o do Campo; Etnomatem?tica
• Palavras-chave em Inglês: Mathematics teaching; Rural Education; Ethnomathematics
• Área do conhecimento CNPq: Educa??o
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/6315

This research was developed in the field of rural education at Fam?lia Agr?cola de Orizona School, in Goi?s state, Brazil. The people interviewed were a mathematics teacher and fourteen parents or guardians (farmers) of the students of the Technical Course in Agricultural High School. The main objective was to analyze the theory and practice in the teaching of mathematics at that school, with an emphasis on interdisciplinarity and ethnomathematics. For this, the curriculum was examined, the teaching of mathematics was described, the elements of Ethnomathematics were identified based on the curriculum and the Generating Themes predisposed in the Training Plan and the relationship between school knowledge and rural knowledge was verified, in the pedagogy of alternation. As a methodological procedure, a case study with a qualitative approach was chosen, in which bibliographic research, documentary research, questionnaire and semi-structured interviews were used as instruments for data production. The data were analyzed using the guidelines proposed in the content analysis methodology. The results pointed out to the importance of ethnomathematics in rural education, thus making it possible to contextualize the teaching of mathematics geared to the students' reality, combining theory and practice. It was found that the mathematical knowledge (own and schooled) of the parents or guardians is a parallel complement to the school knowledge of the children and the interdisciplinary character emerges from the analysis of the statements of the parents or guardians. Therefore, there is the possibility of articulating the own mathematical knowledges with school knowledges, being able to go beyond the knowledge of other areas (animal nutrition, agricultural mechanization etc.). Finally, it was concluded that school mathematics should not be worked in isolation, unrelated to the everyday situations faced by students and interdisciplinarity. Therefore, ethnomathematics becomes important since it considers students 'knowledge and practices, derived from the parents' own knowledge, in interaction with the new school mathematical knowledge.