O fazer pedagógico de um grupo de profissionais da educação indígena: um estudo de inspiração etnomatemática
Carregando...
Data
2020-12
Orientador
Giongo, Ieda Maria
Banca
Rehfeldt, Márcia Jussara Hepp
Kreutz, Marcos Rogério
Blanco-Álvarez, Hilbert
Título do periódico
ISSN
Título do Volume
Editor
Resumo
A presente dissertação tem como objetivo geral problematizar o que diz um grupo de professores do Ensino Fundamental que atua em aldeias indígenas no Município de Ourilândia do Norte – PA, acerca do ensino de Matemática por eles praticado, viabilizando a emergência de práticas pedagógicas assentadas nas culturas de seus estudantes. De cunho qualitativo, tem como referencial teórico-metodológico o campo da Etnomatemática, preocupado com a problematização dos aspectos sociais, políticos, culturais e educacionais também no ensino da Matemática. Os dados foram produzidos a partir de discussões gravadas e posteriormente transcritas, com um grupo de docentes da educação indígena atuantes no Ensino Fundamental. A análise dos dados foi efetivada por meio da Análise Textual Discursiva na perspectiva de Moraes e Galiazzi (2007) e permitiu a emergência de três unidades de análise, a saber: a) Embora com escassas políticas públicas para a formação de docentes, os pesquisados procuram efetivar práticas pedagógicas assentadas nas culturas de seus estudantes; b) Os professores participantes consideram importante os indígenas terem acesso ao conjunto de jogos de linguagem, usualmente presentes na Matemática Escolar c) Existem tensionamentos no fazer pedagógico dos profissionais entrevistados, sobretudo no que se refere ao ensino de Matemática. Os resultados permitem inferir que há necessidade premente de investigações com cerne na formação de grupo de estudos contínuos, com a efetiva participação de professores que ministram aulas em comunidades indígenas, tendo como premissa a confecção, a análise, o desenvolvimento e o redesenho de tarefas destinadas aos estudantes indígenas.
The general purpose of this thesis is to problematize what is said by a group of Primary School teachers who teach in indigenous villages in the municipality of Ourilândia do Norte/PA/Brazil about their Mathematics teaching, which enables the emergence of teaching practices based on their students’ cultures. It has a qualitative nature and its theoretical-methodological framework is the field of Ethnomathematics, which focuses on problematizing also social, political, cultural, and educational aspects in the teaching of Mathematics. The data were generated by recorded discussions subsequently transcribed that occurred with a group of primary education teachers of indigenous students. Data were analyzed through Textual Discursive Analysis from the perspective of Moraes and Galiazzi (2007), which produced three analysis units, namely a) despite scarce public policies towards teacher training, these teachers attempt to perform teaching practices based on their students’ cultures; b) these teachers consider to be relevant that the indigenous have access to the set of language games generally present in the School Mathematics; c) there are tensioning forces in the teaching practices of the teachers interviewed, mainly regarding the teaching of Mathematics. The outcomes lead to the conclusion that there is an urgent need for investigations focusing on the formation of regular study groups with effective participation of the teachers of the indigenous communities, with the proposition of designing, analyzing, developing, and redesigning tasks addressed to indigenous students.
The general purpose of this thesis is to problematize what is said by a group of Primary School teachers who teach in indigenous villages in the municipality of Ourilândia do Norte/PA/Brazil about their Mathematics teaching, which enables the emergence of teaching practices based on their students’ cultures. It has a qualitative nature and its theoretical-methodological framework is the field of Ethnomathematics, which focuses on problematizing also social, political, cultural, and educational aspects in the teaching of Mathematics. The data were generated by recorded discussions subsequently transcribed that occurred with a group of primary education teachers of indigenous students. Data were analyzed through Textual Discursive Analysis from the perspective of Moraes and Galiazzi (2007), which produced three analysis units, namely a) despite scarce public policies towards teacher training, these teachers attempt to perform teaching practices based on their students’ cultures; b) these teachers consider to be relevant that the indigenous have access to the set of language games generally present in the School Mathematics; c) there are tensioning forces in the teaching practices of the teachers interviewed, mainly regarding the teaching of Mathematics. The outcomes lead to the conclusion that there is an urgent need for investigations focusing on the formation of regular study groups with effective participation of the teachers of the indigenous communities, with the proposition of designing, analyzing, developing, and redesigning tasks addressed to indigenous students.
Descrição
Palavras-chave
Ensino; Educação indígena; Etnomatemática; Jogos de linguagem matemáticos; Teaching; Indigenous education; Ethnomathematics; Mathematical language games
Citação
SILVA, Denise Cristina Ribeiro Da. O fazer pedagógico de um grupo de profissionais da educação indígena: um estudo de inspiração etnomatemática. 2020. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 17 dez. 2020. Disponível em: http://hdl.handle.net/10737/2990.