Contribuições de uma prática docente interdisciplinar à matemática do ensino médio
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/10219 |
Resumo: | The theme of this research was the analysis of the interdisciplinary academic practice bound to the high school level mathematics. Its objective was to identify the theoretical assumptions of the interdisciplinarities subjacent to the day-to-day life of a mathematics teacher when teaching the subject Functions, to students of the first grade in high school. In the teacher s memories present on her records, class plans and grades, the work developed gains a perspective that understands the interdisciplinarity as a new attitude towards knowledge, while the curriculum guidance is restricted to the interdisciplinarity as an integration of the several disciplines of the school curriculum. Thus, the differentiated behavior of that teacher, intuitively permeated by the interdisciplinary academic practice aspect, went beyond the prescribed indications of the existing legislation. Under the qualitative research methodologic guidance, focusing the history of life, and in the report on autobiographic journals, allied to the interdisciplinary research that motivates the teacher on researching her own practice, the professional, now researcher of her own school day-to-day, went through three trajectories (personal, professional and academic) to demonstrate the theoretical principles in her academic attitude. In order to achieve that, the thesis presents a wide bibliographic tracking to address the theme s pertinence, followed by a revision of the area that utilizes the historic line as a conducive thread to prove the cyclic movements through which the curricular guidance conveyed the mathematics teaching and that influenced the academic practices of that school discipline. She also states that, when proposing Project Function and the Beanstalk, the approach of the specific contents occurred under the fusionist focus which tries to relate the algebraic with the geometric axle, in addition to insert the theme into a context. Lastly, it concludes that the teacher, when developing that practice in a classroom, addressed the specific theme of her working area, in her case, mathematics, under the perspective of interdisciplinarity taken as a new attitude vis-à-vis the knowledge conducing the educator far beyond the boundaries that his disciplinary formation imposes |
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Fazenda, Ivani Catarina ArantesAlves, Adriana2016-04-27T14:32:49Z2010-07-232010-05-19Alves, Adriana. Contributions of an interdisciplinary academic practice to high school mathematics. 2010. 173 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010.https://tede2.pucsp.br/handle/handle/10219The theme of this research was the analysis of the interdisciplinary academic practice bound to the high school level mathematics. Its objective was to identify the theoretical assumptions of the interdisciplinarities subjacent to the day-to-day life of a mathematics teacher when teaching the subject Functions, to students of the first grade in high school. In the teacher s memories present on her records, class plans and grades, the work developed gains a perspective that understands the interdisciplinarity as a new attitude towards knowledge, while the curriculum guidance is restricted to the interdisciplinarity as an integration of the several disciplines of the school curriculum. Thus, the differentiated behavior of that teacher, intuitively permeated by the interdisciplinary academic practice aspect, went beyond the prescribed indications of the existing legislation. Under the qualitative research methodologic guidance, focusing the history of life, and in the report on autobiographic journals, allied to the interdisciplinary research that motivates the teacher on researching her own practice, the professional, now researcher of her own school day-to-day, went through three trajectories (personal, professional and academic) to demonstrate the theoretical principles in her academic attitude. In order to achieve that, the thesis presents a wide bibliographic tracking to address the theme s pertinence, followed by a revision of the area that utilizes the historic line as a conducive thread to prove the cyclic movements through which the curricular guidance conveyed the mathematics teaching and that influenced the academic practices of that school discipline. She also states that, when proposing Project Function and the Beanstalk, the approach of the specific contents occurred under the fusionist focus which tries to relate the algebraic with the geometric axle, in addition to insert the theme into a context. Lastly, it concludes that the teacher, when developing that practice in a classroom, addressed the specific theme of her working area, in her case, mathematics, under the perspective of interdisciplinarity taken as a new attitude vis-à-vis the knowledge conducing the educator far beyond the boundaries that his disciplinary formation imposesEsta pesquisa teve como tema a análise da prática docente interdisciplinar vinculada à disciplina matemática no ensino médio. Seu objetivo foi identificar os pressupostos teóricos da Interdisciplinaridade subjacentes ao cotidiano de uma professora de matemática ao ensinar o assunto Funções para alunos do primeiro ano do ensino médio. Nas memórias da docente presentes em seus registros, planos de aula e notas de classe, o trabalho desenvolvido ganha uma perspectiva que entende a Interdisciplinaridade como uma nova atitude diante do saber enquanto as orientações curriculares restringem-se à Interdisciplinaridade como a integração das diversas disciplinas do currículo escolar. Deste modo, o comportamento diferenciado daquela professora, imbuído intuitivamente dos aspectos da prática docente interdisciplinar, foi além das indicações prescritas na legislação vigente. Sob as orientações metodológicas da pesquisa qualitativa, com foco na história de vida e no relato em diários autobiográficos aliado à investigação interdisciplinar, que incentiva o docente a pesquisar sua própria prática, a profissional, agora pesquisadora do seu cotidiano escolar, percorreu três trajetórias (pessoal, profissional e acadêmica) para demonstrar os princípios teóricos em sua atitude docente. Para tanto, a tese apresenta um amplo rastreamento bibliográfico para situar a pertinência do tema seguido por uma revisão de área que utiliza a linha histórica como fio condutor para comprovar os movimentos cíclicos pelos quais as orientações curriculares conduziram o ensino de matemática e que influenciaram as práticas dos docentes dessa disciplina escolar. Também afirma que ao propor o Projeto Função e o Pé de Feijão ocorreu a abordagem do conteúdo específico sob o enfoque fusionista o qual procura relacionar o eixo algébrico com o geométrico, além de contextualizar o tema. Por fim, conclui que a professora, ao desenvolver essa prática em sala de aula, abordou o tema específico de sua área de atuação, no caso a matemática, sob a perspectiva da Interdisciplinaridade entendida como uma nova atitude diante do conhecimento a qual conduz o educador para além das fronteiras que a sua formação disciplinar impõeapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/22295/Adriana%20Alves.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBREducaçãoMatemáticaFunçõesMatematica (Ensino medio) -- Estudo e ensinoPratica de ensinoInterdisciplinaridade em educacaoInterdisciplinarityMathematicsFunctionsCNPQ::CIENCIAS HUMANAS::EDUCACAOContribuições de uma prática docente interdisciplinar à matemática do ensino médioContributions of an interdisciplinary academic practice to high school mathematicsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTAdriana Alves.pdf.txtAdriana Alves.pdf.txtExtracted texttext/plain367389https://repositorio.pucsp.br/xmlui/bitstream/handle/10219/3/Adriana%20Alves.pdf.txt48aae8e85e7d75e19b74587e33e982a7MD53ORIGINALAdriana Alves.pdfapplication/pdf1231062https://repositorio.pucsp.br/xmlui/bitstream/handle/10219/1/Adriana%20Alves.pdf89401f0b1e0d7cb3b945f87aa2a30214MD51THUMBNAILAdriana Alves.pdf.jpgAdriana Alves.pdf.jpgGenerated Thumbnailimage/jpeg3153https://repositorio.pucsp.br/xmlui/bitstream/handle/10219/2/Adriana%20Alves.pdf.jpg4093af1b15cc3088969f4268ffe2e2a0MD52handle/102192022-04-28 04:04:59.998oai:repositorio.pucsp.br:handle/10219Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T07:04:59Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Contribuições de uma prática docente interdisciplinar à matemática do ensino médio |
dc.title.alternative.eng.fl_str_mv |
Contributions of an interdisciplinary academic practice to high school mathematics |
title |
Contribuições de uma prática docente interdisciplinar à matemática do ensino médio |
spellingShingle |
Contribuições de uma prática docente interdisciplinar à matemática do ensino médio Alves, Adriana Matemática Funções Matematica (Ensino medio) -- Estudo e ensino Pratica de ensino Interdisciplinaridade em educacao Interdisciplinarity Mathematics Functions CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Contribuições de uma prática docente interdisciplinar à matemática do ensino médio |
title_full |
Contribuições de uma prática docente interdisciplinar à matemática do ensino médio |
title_fullStr |
Contribuições de uma prática docente interdisciplinar à matemática do ensino médio |
title_full_unstemmed |
Contribuições de uma prática docente interdisciplinar à matemática do ensino médio |
title_sort |
Contribuições de uma prática docente interdisciplinar à matemática do ensino médio |
author |
Alves, Adriana |
author_facet |
Alves, Adriana |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Fazenda, Ivani Catarina Arantes |
dc.contributor.author.fl_str_mv |
Alves, Adriana |
contributor_str_mv |
Fazenda, Ivani Catarina Arantes |
dc.subject.por.fl_str_mv |
Matemática Funções Matematica (Ensino medio) -- Estudo e ensino Pratica de ensino Interdisciplinaridade em educacao |
topic |
Matemática Funções Matematica (Ensino medio) -- Estudo e ensino Pratica de ensino Interdisciplinaridade em educacao Interdisciplinarity Mathematics Functions CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Interdisciplinarity Mathematics Functions |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The theme of this research was the analysis of the interdisciplinary academic practice bound to the high school level mathematics. Its objective was to identify the theoretical assumptions of the interdisciplinarities subjacent to the day-to-day life of a mathematics teacher when teaching the subject Functions, to students of the first grade in high school. In the teacher s memories present on her records, class plans and grades, the work developed gains a perspective that understands the interdisciplinarity as a new attitude towards knowledge, while the curriculum guidance is restricted to the interdisciplinarity as an integration of the several disciplines of the school curriculum. Thus, the differentiated behavior of that teacher, intuitively permeated by the interdisciplinary academic practice aspect, went beyond the prescribed indications of the existing legislation. Under the qualitative research methodologic guidance, focusing the history of life, and in the report on autobiographic journals, allied to the interdisciplinary research that motivates the teacher on researching her own practice, the professional, now researcher of her own school day-to-day, went through three trajectories (personal, professional and academic) to demonstrate the theoretical principles in her academic attitude. In order to achieve that, the thesis presents a wide bibliographic tracking to address the theme s pertinence, followed by a revision of the area that utilizes the historic line as a conducive thread to prove the cyclic movements through which the curricular guidance conveyed the mathematics teaching and that influenced the academic practices of that school discipline. She also states that, when proposing Project Function and the Beanstalk, the approach of the specific contents occurred under the fusionist focus which tries to relate the algebraic with the geometric axle, in addition to insert the theme into a context. Lastly, it concludes that the teacher, when developing that practice in a classroom, addressed the specific theme of her working area, in her case, mathematics, under the perspective of interdisciplinarity taken as a new attitude vis-à-vis the knowledge conducing the educator far beyond the boundaries that his disciplinary formation imposes |
publishDate |
2010 |
dc.date.available.fl_str_mv |
2010-07-23 |
dc.date.issued.fl_str_mv |
2010-05-19 |
dc.date.accessioned.fl_str_mv |
2016-04-27T14:32:49Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Alves, Adriana. Contributions of an interdisciplinary academic practice to high school mathematics. 2010. 173 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/10219 |
identifier_str_mv |
Alves, Adriana. Contributions of an interdisciplinary academic practice to high school mathematics. 2010. 173 f. Tese (Doutorado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010. |
url |
https://tede2.pucsp.br/handle/handle/10219 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Currículo |
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PUC-SP |
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BR |
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Pontifícia Universidade Católica de São Paulo |
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