Tensões da matemática como conhecimento: instrumentalização e formação do homem autônomo
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/3916 |
Resumo: | This dissertation, of the search line Fundamentals of Educational Processes, in the studies field between philosophy and education, investigates the concept of autonomy and its possible implications for the question of the meaning and tensions of mathematics as knowledge. This study, which is structured in three chapters, discusses the tensions of mathematics as knowledge, instrumentality and formation of autonomous men, as well investigates the meaning of education and mathematical knowledge. Then, it analyzes the implications of autonomy and instrumentality in mathematics as knowledge today. The instrumental perspective complicates the interrogation and questioning. We leave to ask what is the arkhé, what students are indeed learning and how they are learning. Today the school is concerned mainly with the operationalization of education in order to train competent individuals to the labor market. However, with the proposal to discuss the tensions for the formation of an autonomous man, such situation requires changes and urgent investigations. In the context of tensions that are established in education and, more specifically, in the mathematical knowledge, a question imposes itself as decisive and, as the formal aspect, this research aims to reflect it: The meaning of mathematical knowledge present in schools and resizings of the current education promotes autonomy or the instrumentalization of the students? The goal is to discuss how the question of autonomy was thought in the history of Greek education and in the present day and, shortly thereafter, the challenges for the promotion of this autonomy in the learning and teaching process of mathematics. The methodological fundamentals of literature will enable the questioning, reflection and understanding of the reality that are being studied, in other words, of the teaching of mathematics. |
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Guimarães, Gedhttp://lattes.cnpq.br/0095963058716874Guimarães, GedChaves, Juliana de CastroPimenta, Adelino Cândidohttp://lattes.cnpq.br/5007689575125615Braga, Laudelina2015-01-19T14:14:27Z2014-08-19BRAGA, Laudelina. Tensões da matemática como conhecimento: instrumentalização e formação do homem autônomo. 2014. 101 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2014.http://repositorio.bc.ufg.br/tede/handle/tede/3916This dissertation, of the search line Fundamentals of Educational Processes, in the studies field between philosophy and education, investigates the concept of autonomy and its possible implications for the question of the meaning and tensions of mathematics as knowledge. This study, which is structured in three chapters, discusses the tensions of mathematics as knowledge, instrumentality and formation of autonomous men, as well investigates the meaning of education and mathematical knowledge. Then, it analyzes the implications of autonomy and instrumentality in mathematics as knowledge today. The instrumental perspective complicates the interrogation and questioning. We leave to ask what is the arkhé, what students are indeed learning and how they are learning. Today the school is concerned mainly with the operationalization of education in order to train competent individuals to the labor market. However, with the proposal to discuss the tensions for the formation of an autonomous man, such situation requires changes and urgent investigations. In the context of tensions that are established in education and, more specifically, in the mathematical knowledge, a question imposes itself as decisive and, as the formal aspect, this research aims to reflect it: The meaning of mathematical knowledge present in schools and resizings of the current education promotes autonomy or the instrumentalization of the students? The goal is to discuss how the question of autonomy was thought in the history of Greek education and in the present day and, shortly thereafter, the challenges for the promotion of this autonomy in the learning and teaching process of mathematics. The methodological fundamentals of literature will enable the questioning, reflection and understanding of the reality that are being studied, in other words, of the teaching of mathematics.Esta dissertação, da Linha de Pesquisa Fundamentos dos Processos Educativos, campo de estudos entre a filosofia e a educação, investiga o conceito de autonomia e de instrumentalidade e suas possíveis implicações para a interrogação do sentido e das tensões da matemática como conhecimento. Estruturado em três capítulos, o estudo discute as tensões da matemática como conhecimento, a instrumentalidade e a formação de homens autônomos, bem como, investiga o sentido da educação e do conhecimento matemático. Em seguida, analisa as implicações da autonomia e da instrumentalidade na matemática como conhecimento nos dias atuais. A perspectiva instrumental dificulta a interrogação e o questionamento, deixando de perguntar qual a arkhé, o que de fato os alunos estão aprendendo e como estão aprendendo. Atualmente a escola preocupa-se, sobretudo com a operacionalização do ensino no intuito de formar indivíduos competentes para o mercado de trabalho. Entretanto, tendo como proposta discutir as tensões para a formação de um homem autônomo, tal situação requer mudanças e investigação urgentes. No contexto de tensões que se estabelecem na educação e, mais especificamente, no conhecimento matemático, uma questão impõe-se como decisiva e, no aspecto formal, esta pesquisa se propõe a refleti-la: o sentido do conhecimento matemático presente nas escolas e nos redimensionamentos do ensino vigente, promove a autonomia ou a instrumentalização dos alunos? O objetivo é discutir como era pensada a questão da autonomia na história da educação grega e nos dias atuais e, logo em seguida, discutir os desafios para a promoção da autonomia no processo ensinoaprendizagem da matemática. Os fundamentos metodológicos da pesquisa bibliográfica possibilitaram o questionamento, a reflexão e a compreensão da realidade em estudo, ou seja, do ensino da matemática.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-19T14:14:10Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Laudelina Braga - 2014.pdf: 1264686 bytes, checksum: 86dfa17771708f9a6315b39321dfa647 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-19T14:14:27Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Laudelina Braga - 2014.pdf: 1264686 bytes, checksum: 86dfa17771708f9a6315b39321dfa647 (MD5)Made available in DSpace on 2015-01-19T14:14:27Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Laudelina Braga - 2014.pdf: 1264686 bytes, checksum: 86dfa17771708f9a6315b39321dfa647 (MD5) Previous issue date: 2014-08-19Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEGapplication/pdfhttp://repositorio.bc.ufg.br/tede/retrieve/14837/Disserta%c3%a7%c3%a3o%20-%20Laudelina%20Braga%20-%202014.pdf.jpgporUniversidade Federal de GoiásPrograma de Pós-graduação em Educação (FE)UFGBrasilFaculdade de Educação - FE (RG)http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessMatemáticaConhecimentoFormaçãoAutonomiaInstrumentalizaçãoMathematicsKnowledgeFormationAutonomyInstrumentalizationCIENCIAS HUMANAS::EDUCACAOTensões da matemática como conhecimento: instrumentalização e formação do homem autônomoTensions of mathematics as knowledge: instrumentation and formation of autonomous maninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-57835581169077621366006006006002113337254376466508-240345818910352367-961409807440757778reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGORIGINALDissertação - Laudelina Braga - 2014.pdfDissertação - Laudelina Braga - 2014.pdfapplication/pdf1264686http://repositorio.bc.ufg.br/tede/bitstreams/953ed141-b844-4ee6-81eb-eadee927d6af/download86dfa17771708f9a6315b39321dfa647MD52LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Tensões da matemática como conhecimento: instrumentalização e formação do homem autônomo |
dc.title.alternative.eng.fl_str_mv |
Tensions of mathematics as knowledge: instrumentation and formation of autonomous man |
title |
Tensões da matemática como conhecimento: instrumentalização e formação do homem autônomo |
spellingShingle |
Tensões da matemática como conhecimento: instrumentalização e formação do homem autônomo Braga, Laudelina Matemática Conhecimento Formação Autonomia Instrumentalização Mathematics Knowledge Formation Autonomy Instrumentalization CIENCIAS HUMANAS::EDUCACAO |
title_short |
Tensões da matemática como conhecimento: instrumentalização e formação do homem autônomo |
title_full |
Tensões da matemática como conhecimento: instrumentalização e formação do homem autônomo |
title_fullStr |
Tensões da matemática como conhecimento: instrumentalização e formação do homem autônomo |
title_full_unstemmed |
Tensões da matemática como conhecimento: instrumentalização e formação do homem autônomo |
title_sort |
Tensões da matemática como conhecimento: instrumentalização e formação do homem autônomo |
author |
Braga, Laudelina |
author_facet |
Braga, Laudelina |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Guimarães, Ged |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0095963058716874 |
dc.contributor.referee1.fl_str_mv |
Guimarães, Ged |
dc.contributor.referee2.fl_str_mv |
Chaves, Juliana de Castro |
dc.contributor.referee3.fl_str_mv |
Pimenta, Adelino Cândido |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5007689575125615 |
dc.contributor.author.fl_str_mv |
Braga, Laudelina |
contributor_str_mv |
Guimarães, Ged Guimarães, Ged Chaves, Juliana de Castro Pimenta, Adelino Cândido |
dc.subject.por.fl_str_mv |
Matemática Conhecimento Formação Autonomia Instrumentalização |
topic |
Matemática Conhecimento Formação Autonomia Instrumentalização Mathematics Knowledge Formation Autonomy Instrumentalization CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Mathematics Knowledge Formation Autonomy Instrumentalization |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This dissertation, of the search line Fundamentals of Educational Processes, in the studies field between philosophy and education, investigates the concept of autonomy and its possible implications for the question of the meaning and tensions of mathematics as knowledge. This study, which is structured in three chapters, discusses the tensions of mathematics as knowledge, instrumentality and formation of autonomous men, as well investigates the meaning of education and mathematical knowledge. Then, it analyzes the implications of autonomy and instrumentality in mathematics as knowledge today. The instrumental perspective complicates the interrogation and questioning. We leave to ask what is the arkhé, what students are indeed learning and how they are learning. Today the school is concerned mainly with the operationalization of education in order to train competent individuals to the labor market. However, with the proposal to discuss the tensions for the formation of an autonomous man, such situation requires changes and urgent investigations. In the context of tensions that are established in education and, more specifically, in the mathematical knowledge, a question imposes itself as decisive and, as the formal aspect, this research aims to reflect it: The meaning of mathematical knowledge present in schools and resizings of the current education promotes autonomy or the instrumentalization of the students? The goal is to discuss how the question of autonomy was thought in the history of Greek education and in the present day and, shortly thereafter, the challenges for the promotion of this autonomy in the learning and teaching process of mathematics. The methodological fundamentals of literature will enable the questioning, reflection and understanding of the reality that are being studied, in other words, of the teaching of mathematics. |
publishDate |
2014 |
dc.date.issued.fl_str_mv |
2014-08-19 |
dc.date.accessioned.fl_str_mv |
2015-01-19T14:14:27Z |
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BRAGA, Laudelina. Tensões da matemática como conhecimento: instrumentalização e formação do homem autônomo. 2014. 101 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2014. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/3916 |
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BRAGA, Laudelina. Tensões da matemática como conhecimento: instrumentalização e formação do homem autônomo. 2014. 101 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2014. |
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http://repositorio.bc.ufg.br/tede/handle/tede/3916 |
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UFG |
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Brasil |
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Universidade Federal de Goiás |
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