OBMEP IN THE PERSPECTIVE OF LEARNING ENVIRONMENTS: A CONTENT ANALYSIS IN THE PERIOD FROM 2005 TO 2017
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Prática Docente |
Texto Completo: | https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/600 |
Resumo: | In this article we aim to investigate the interrelationships between the questions of the Brazilian Mathematical Olympiad of the Public Schools (OBMEP) in the period from 2005 to 2017 with the Learning Environments proposed by Skovsmose (2000). We conduct a qualitative research in the documentary modality. The corpus of the research was constituted by the 260 questions of the OBMEP for Level II (8th and 9th grades) in the period from 2005 to 2017. The data were analyzed through the procedures of Content Analysis from the perspective of Bardin (1977). In our analysis, we seek to map, classify and analyze each of the 260 issues of OBMEP in the light of the theoretical contributions of the learning environments and the critical mathematical education. The results of the research indicated that there is a predominance of OBMEP issues in relation to Environments 1 and 3 – Paradigm of Exercise with reference to Pure Mathematics and semi reality Paradigm of Exercise with reference to Pure Mathematics and semi reality. We conclude that mathematics teachers in service should not develop their pedagogical practices in the classroom simply in Environments 1 and 3 related to the exercise paradigm, as found in the analysis of the issues of OBMEP in the period from 2005 to 2017, but rather move between different Learning Environments. |
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OBMEP IN THE PERSPECTIVE OF LEARNING ENVIRONMENTS: A CONTENT ANALYSIS IN THE PERIOD FROM 2005 TO 2017OBMEP NA PERSPECTIVA DOS AMBIENTES DE APRENDIZAGEM: UMA ANÁLISE DE CONTEÚDO NO PERÍODO DE 2005 A 2017OBMEPAmbientes de AprendizagemParadigma do ExercícioCenários para InvestigaçãoOBMEPLearning EnvironmentsParadigm of ExerciseScenery to InvestigationIn this article we aim to investigate the interrelationships between the questions of the Brazilian Mathematical Olympiad of the Public Schools (OBMEP) in the period from 2005 to 2017 with the Learning Environments proposed by Skovsmose (2000). We conduct a qualitative research in the documentary modality. The corpus of the research was constituted by the 260 questions of the OBMEP for Level II (8th and 9th grades) in the period from 2005 to 2017. The data were analyzed through the procedures of Content Analysis from the perspective of Bardin (1977). In our analysis, we seek to map, classify and analyze each of the 260 issues of OBMEP in the light of the theoretical contributions of the learning environments and the critical mathematical education. The results of the research indicated that there is a predominance of OBMEP issues in relation to Environments 1 and 3 – Paradigm of Exercise with reference to Pure Mathematics and semi reality Paradigm of Exercise with reference to Pure Mathematics and semi reality. We conclude that mathematics teachers in service should not develop their pedagogical practices in the classroom simply in Environments 1 and 3 related to the exercise paradigm, as found in the analysis of the issues of OBMEP in the period from 2005 to 2017, but rather move between different Learning Environments.Neste artigo objetivamos investigar as inter-relações entre as questões da Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP) no período de 2005 a 2017 com os Ambientes de Aprendizagem propostos por Skovsmose (2000). Realizamos uma pesquisa qualitativa na modalidade documental. O corpus da pesquisa foi constituído pelas 260 questões da OBMEP do nível II (8º e 9º anos) do Ensino Fundamental no período de 2005 a 2017. Os dados foram analisados por meio dos procedimentos da Análise de Conteúdo na perspectiva de Bardin (1977). Em nossa análise, procuramos mapear, classificar e analisar cada uma das 260 questões da OBMEP à luz dos aportes teóricos dos Ambientes de Aprendizagem e da Educação Matemática Crítica. Os resultados da pesquisa indicaram que existe uma predominância das questões da OBMEP em relação aos Ambientes 1 e 3 – Paradigma do Exercício com referência à matemática pura e à semi realidade. Concluímos que a OBMEP não deveria servir como parâmetro ou aporte para orientar a prática pedagógica dos professores de Matemática em serviço nas escolas da Educação Básica, porque não possibilita o movimentar-se entre os diferentes Ambientes de Aprendizagem. Concluímos que os professores de Matemática em serviço não devem desenvolver suas práticas pedagógicas em sala de aula simplesmente nos Ambiente1 e 3, relacionados ao Paradigma do Exercício, como constatado na análise das questões da OBMEP no período de 2005 a 2017, mas sim movimentar-se entre os diferentes Ambientes de Aprendizagem.Revista Prática Docente2018-06-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionMathematicsMatemáticasMatemáticaapplication/pdfhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/60010.23926/RPD.2526-2149.2018.v3.n1.p54-74.id193Revista Prática Docente (Journal Practice Teacher); Vol. 3 No. 1 (2018): Janeiro a Junho de 2018; 54-74Revista Prática Docente (Revista Práctica Docente); Vol. 3 Núm. 1 (2018): Janeiro a Junho de 2018; 54-74Revista Prática Docente; v. 3 n. 1 (2018): Janeiro a Junho de 2018; 54-742526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/600/588Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessUrel Rodrigues , MárcioVieira Gonçalves , William Jesus Brito , Acelmo deMessias da Silva , Alan Kardec2023-06-09T00:58:33Zoai:ojs2.periodicos.cfs.ifmt.edu.br:article/600Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2023-06-09T00:58:33Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false |
dc.title.none.fl_str_mv |
OBMEP IN THE PERSPECTIVE OF LEARNING ENVIRONMENTS: A CONTENT ANALYSIS IN THE PERIOD FROM 2005 TO 2017 OBMEP NA PERSPECTIVA DOS AMBIENTES DE APRENDIZAGEM: UMA ANÁLISE DE CONTEÚDO NO PERÍODO DE 2005 A 2017 |
title |
OBMEP IN THE PERSPECTIVE OF LEARNING ENVIRONMENTS: A CONTENT ANALYSIS IN THE PERIOD FROM 2005 TO 2017 |
spellingShingle |
OBMEP IN THE PERSPECTIVE OF LEARNING ENVIRONMENTS: A CONTENT ANALYSIS IN THE PERIOD FROM 2005 TO 2017 Urel Rodrigues , Márcio OBMEP Ambientes de Aprendizagem Paradigma do Exercício Cenários para Investigação OBMEP Learning Environments Paradigm of Exercise Scenery to Investigation |
title_short |
OBMEP IN THE PERSPECTIVE OF LEARNING ENVIRONMENTS: A CONTENT ANALYSIS IN THE PERIOD FROM 2005 TO 2017 |
title_full |
OBMEP IN THE PERSPECTIVE OF LEARNING ENVIRONMENTS: A CONTENT ANALYSIS IN THE PERIOD FROM 2005 TO 2017 |
title_fullStr |
OBMEP IN THE PERSPECTIVE OF LEARNING ENVIRONMENTS: A CONTENT ANALYSIS IN THE PERIOD FROM 2005 TO 2017 |
title_full_unstemmed |
OBMEP IN THE PERSPECTIVE OF LEARNING ENVIRONMENTS: A CONTENT ANALYSIS IN THE PERIOD FROM 2005 TO 2017 |
title_sort |
OBMEP IN THE PERSPECTIVE OF LEARNING ENVIRONMENTS: A CONTENT ANALYSIS IN THE PERIOD FROM 2005 TO 2017 |
author |
Urel Rodrigues , Márcio |
author_facet |
Urel Rodrigues , Márcio Vieira Gonçalves , William Jesus Brito , Acelmo de Messias da Silva , Alan Kardec |
author_role |
author |
author2 |
Vieira Gonçalves , William Jesus Brito , Acelmo de Messias da Silva , Alan Kardec |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Urel Rodrigues , Márcio Vieira Gonçalves , William Jesus Brito , Acelmo de Messias da Silva , Alan Kardec |
dc.subject.por.fl_str_mv |
OBMEP Ambientes de Aprendizagem Paradigma do Exercício Cenários para Investigação OBMEP Learning Environments Paradigm of Exercise Scenery to Investigation |
topic |
OBMEP Ambientes de Aprendizagem Paradigma do Exercício Cenários para Investigação OBMEP Learning Environments Paradigm of Exercise Scenery to Investigation |
description |
In this article we aim to investigate the interrelationships between the questions of the Brazilian Mathematical Olympiad of the Public Schools (OBMEP) in the period from 2005 to 2017 with the Learning Environments proposed by Skovsmose (2000). We conduct a qualitative research in the documentary modality. The corpus of the research was constituted by the 260 questions of the OBMEP for Level II (8th and 9th grades) in the period from 2005 to 2017. The data were analyzed through the procedures of Content Analysis from the perspective of Bardin (1977). In our analysis, we seek to map, classify and analyze each of the 260 issues of OBMEP in the light of the theoretical contributions of the learning environments and the critical mathematical education. The results of the research indicated that there is a predominance of OBMEP issues in relation to Environments 1 and 3 – Paradigm of Exercise with reference to Pure Mathematics and semi reality Paradigm of Exercise with reference to Pure Mathematics and semi reality. We conclude that mathematics teachers in service should not develop their pedagogical practices in the classroom simply in Environments 1 and 3 related to the exercise paradigm, as found in the analysis of the issues of OBMEP in the period from 2005 to 2017, but rather move between different Learning Environments. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-06-26 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Mathematics Matemáticas Matemática |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/600 10.23926/RPD.2526-2149.2018.v3.n1.p54-74.id193 |
url |
https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/600 |
identifier_str_mv |
10.23926/RPD.2526-2149.2018.v3.n1.p54-74.id193 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/600/588 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Revista Prática Docente |
publisher.none.fl_str_mv |
Revista Prática Docente |
dc.source.none.fl_str_mv |
Revista Prática Docente (Journal Practice Teacher); Vol. 3 No. 1 (2018): Janeiro a Junho de 2018; 54-74 Revista Prática Docente (Revista Práctica Docente); Vol. 3 Núm. 1 (2018): Janeiro a Junho de 2018; 54-74 Revista Prática Docente; v. 3 n. 1 (2018): Janeiro a Junho de 2018; 54-74 2526-2149 reponame:Revista Prática Docente instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) instacron:IFMT |
instname_str |
Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
instacron_str |
IFMT |
institution |
IFMT |
reponame_str |
Revista Prática Docente |
collection |
Revista Prática Docente |
repository.name.fl_str_mv |
Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
repository.mail.fl_str_mv |
revistapraticadocente@cfs.ifmt.edu.br|| |
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