Aspectos do raciocínio proporcional presentes em alguns livros didáticos de matemática produzidos para a educação de jovens e adultos na primeira década dos anos 2000

• Autor(a) principal: Santos, Leonardo Rodrigues dos
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/859
• topic: EJA – livro didático; Aspectos do raciocínio proporcional; Atividade Matemática; CNPQ::CIENCIAS HUMANAS::EDUCACAO; EJA – school books; Aspects of the proportional rationale; Mathematic activity

This research integrates the studies developed by the line of research Education in Sciences and Mathematics, from the pos-graduation program in Education from Universidade Federal de Mato Grosso. Young and Adults Education (EJA) is a modality of basic education on elementary and secondary teaching years, with their own particularities demanding with this, its own pedagogical pattern, under suitable methodologies and teachers with specific graduation. In the early 2000, it occurred the edition of several school books collections toward this modality. These books presented the same characteristics from books used in regular teaching, differentiating only regarding the way the contents were presented, the books edited to EJA were extremely condensed, proportionating a poor curriculum. Nevertheless, there is no register of a deep analysis that permits to affirm if these editions were suitable to the specialities of the modality. Our study object is three school books collections – specially those volumes towards mathematics subject - produced to EJA modality in the year 2000 and used by mathematic teachers who work in schools from Education Secretary of State of Mato Grosso. The aim of this work consists in analyse if the way the available proportional contents regard the two roles from Mathematics activity – functional and formative – corresponding to Curricular Purpose to the Second Segment from Young and Adults Education. In order to reach this goal, we have analysed if in these collections there are, as starting point to mathematics activities, the resource to problem resolution and also to the aspects considered essential to proportional rationale development. We opted, underpinned by two phases of content analysis of Bardin (2008), in methodological course to accomplish, in first instance, a bibliographical research over historical process of young and adult education in national and state mechanism, in multiple aspects – curriculum, social, legal, etc. – so that we use as references Rocco (1979), Paiva (1987), Freire (1989), Soares (2002), Di Pierro (2005), Ribeiro (2007), Souza (2007) and Rezende (2008) besides the legal documents which sustain this modality. Following, we have observed the aspects of the proportional rationale on theoretical perspectives and supported by Bher, Lesh and Post (1995), Lins and Gimenez (1997), Ponte and Silvestre (2007) and on Curricular Proposal to the Second Segment of Young and Adults Education, this documents precede the publication of the selected books. We finish this with the analysis of the chapter(s) indicated to study of constant proportionality in the referred didactic books. The analysis points out that these book collections, because they present structural diversity in both organisation and wealth of situational problems availability, if they are used along with mathematics teachers with work in EJA, generally speaking, comply both the formative role and the functional role and, that way, contemplate the hypothesis and the problems researched.