Foregrounds e objetivos de aprendizagem na educação matemática: narrativas de estudantes em uma escola de tempo integral no Município de Mossoró/RN

• Autor(a) principal: Braúna, Jorge Ricardo Ferreira
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU)
• Texto Completo: https://repositorio.ufersa.edu.br/handle/prefix/6775
• topic: Educação Matemática Crítica; Aprendizagem matemática; Subjetividade; Sociopoética; Foreground; Critical Mathematics Education; Mathematics learning; Subjectivity; Sociopoetics; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

The general objective of this research was to develop an understanding of the relationships between learning mathematical content and the foreground of students in a full-time public high school in the municipality of Mossoró. To do so, we sought to verify possible relationships between students' backgrounds with the meaning they attribute to the learning of mathematical content; to understand students' perception of their experiences in the full-time school environment and of the mathematical content taught in the classroom; and to understand possible meanings attributed to school mathematics, through a limit situation, from the relationships experienced in the teaching process. The ideas of Paulo Freire and Ole Skovsmose, Marcelo Borba, Antônio Garnica, Maria Bicudo, Edgard Morin, Jacques Gauthier, Iraci dos Santos, among others, served as theoretical references. We used Sociopoetics as the inspiration for the research methodology, and the essential activity of the research was the installation of the research group, which is based on the collective production of knowledge. We sought to contemplate the objectives of this research by triggering the research group's memories of their experiences with math learning (background), which were predominantly conflicting, contributing to the disempowerment of students and negatively influencing the development of their foregrounds; that the classroom environment and the way of teaching math recovers the past from the conservative tradition and that this environment has a strong relationship with the structuring (or not) of foregrounds and the consequent (un)motivation of students to learn the contents of math. We learn sensitivity by listening to the copesearchers' narratives and we conclude that there is a need to open dialogue in a relationship of mathematics education marked by prescription