Diferentes usos da matemática : uma possibilidade da etnomatemática como método de ensino

• Autor(a) principal: Osterberg, Luis Tiago
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
• Texto Completo: http://tede2.pucrs.br/tede2/handle/tede/8639
• topic: Etnomatemática; Matemática Escolar; Saberes Matemáticos; Jogos de Linguagem; Semelhanças; Regras; CIENCIAS HUMANAS::EDUCACAO

The aim of this paper is to understand how the recognition of the different ways of the Mathematics use and its rules modify the way how the high school students can understand the Mathematical concepts having the Ethnomatematics as their method of learning. For this reason, it was developed a learning project which is consisted of an ethnographic research with workers who belonged to a school community. The public of the research was 37 high school second grade worked students from a suburb public school in Rio Grande do Sul. A pre requirement was used to verify the perception of these students about Mathematics, its importance and the comprehension of these worked students in relation to the language games presented in their labored activities. A post questionnaire was also answered by them to analyze the changes about the recognition of the language games and the rules of using these games that resulted in the recognition of the Mathematical concepts. Besides, the analysis is consisted by the observations which made possible the field writing notes and a final report both produced by the students according to the analyzed situations along the learning project. The paper consists in a qualitative research in which the data acquired were analyzed by the Discursive Textual Analysis (DTA). The theoretical contribution used in the research is based by five fundamental themes: culture, knowledge and learning, way of life, language games and Ethnomatematics. In relation to the culture, authors such as Tylor (1874), Franz Boas (1964), Laplantine (2003) and Laraia (2001) were studied. The terms of knowledge and learning the Foucault studies of Veiga-Neto and Nogueira (2010) and Larrosa (2002) were read to define them. In relation to the way of life and the language games, it was mainly proposed the studies of According Wittgenstein (1999), which there were contributions of some remarks of Condé (1998) and Glock (1998). The definition of Ethnomatematics was used the study contributions of D’Ambrósio (1993; 2005; 2008), Gerdes (1991; 1992), Barton (2006), Ferreira (2003) and Knijnik (1996). From the data analysis is able to prove the use of a pedagogical proposal based on Ethnomatematics as a learning method, in which there is the theory of Wittgenstein as background, which offers a view about others mathematical language games belonged by the workers of the community. Besides, in comparison with the language games and the rules presented in the workers labored activities, who were involved in this research about Mathematical language games, it is possible to establish the resemblance between those games and realize the valid of the mathematical knowledge used by those workers. The research gave to the students a better understanding about the mathematical concepts, proving, in this way, a positive contribution about Ethnomatematics as a method of learning.