A educação matemática sob a perspectiva das escolas do campo
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/3915 |
Resumo: | This is a master's research developed in the Graduate Program in Education (PPGE), together with the Group of Studies and Research in Mathematics Education (GRUEPEM), which aims to investigate, together with Seduc, Cefapro and schools, which actions are being taken for the differentiated curricular implementation of mathematics education for rural education. For this, theoretical support was sought in authors such as Arroyo (2004), Haje (2010), Leite (1999), Pires (2012), Santos (1997; 2003) and Silva(2011; 2020), who deal with research approaches. For the purposes of mathematics and rural education, the contribution was focused on: Afonso (2002), D'Ambrósio (1999), Darsie (1988), Freire (2005), Hoffmann (2011), Moreira (2014), Santos (2010), Silva (2003), among others. The question that guided the studywas: what actions are being taken by the education professionals of the Mato Grosso state network for the differentiated curricular implementation of mathematics education for rural education? The methodology chosen was qualitative in nature, with interpretive analysis of the data. We chose the case study as a type of research, seeking to know how the teaching of mathematics inrural schools is, complementing these assumptions from the documentary analysis of the official proposals at national level, the policy of the State Department of Education (Seduc) and what is recommended both for the education of the field and for rural schools, using as a contribution of analysis the regulations: LDB, BNCC, DRC-MT and ECA. Together with the actions of the technical team from the State Department of Education, for the implementation of differentiated curricular in rural schools and Cefapro, the investigation was based on gathering information about the actions and proposals of pedagogical practices aimed at the student's attendance, carried out with the intention of guiding teachers who teach mathematics,of the Escola do Campo modality (documents and interview with the mathematics teacher) andthe PPPs of the investigated schools. We also tried to find out from Seduc, Cefapro, the schoolsand teachers who work in the rural education context if they are somehow connected to the teaching of mathematics, what are their conceptions about rural education and how they organize their practices for this modality. In the first approaches, it was possible to verify that,in ruralschools, the performance of mathematics happens in an isolated way from the students'daily life, in a much more accentuated and excluding way when compared to urban education. It was also observed the performance of urbanized practices, in which the knowledge of the city is valued as absolute truths, perpetuating the idea that peasant knowledge is fragile. |
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A educação matemática sob a perspectiva das escolas do campoEducação matemáticaEducação do/no campoSistemas de avaliaçãoFormação docenteCNPQ::CIENCIAS HUMANAS::EDUCACAOMathematics educationEducation of/in the countrysideEvaluation systemsTeacher trainingThis is a master's research developed in the Graduate Program in Education (PPGE), together with the Group of Studies and Research in Mathematics Education (GRUEPEM), which aims to investigate, together with Seduc, Cefapro and schools, which actions are being taken for the differentiated curricular implementation of mathematics education for rural education. For this, theoretical support was sought in authors such as Arroyo (2004), Haje (2010), Leite (1999), Pires (2012), Santos (1997; 2003) and Silva(2011; 2020), who deal with research approaches. For the purposes of mathematics and rural education, the contribution was focused on: Afonso (2002), D'Ambrósio (1999), Darsie (1988), Freire (2005), Hoffmann (2011), Moreira (2014), Santos (2010), Silva (2003), among others. The question that guided the studywas: what actions are being taken by the education professionals of the Mato Grosso state network for the differentiated curricular implementation of mathematics education for rural education? The methodology chosen was qualitative in nature, with interpretive analysis of the data. We chose the case study as a type of research, seeking to know how the teaching of mathematics inrural schools is, complementing these assumptions from the documentary analysis of the official proposals at national level, the policy of the State Department of Education (Seduc) and what is recommended both for the education of the field and for rural schools, using as a contribution of analysis the regulations: LDB, BNCC, DRC-MT and ECA. Together with the actions of the technical team from the State Department of Education, for the implementation of differentiated curricular in rural schools and Cefapro, the investigation was based on gathering information about the actions and proposals of pedagogical practices aimed at the student's attendance, carried out with the intention of guiding teachers who teach mathematics,of the Escola do Campo modality (documents and interview with the mathematics teacher) andthe PPPs of the investigated schools. We also tried to find out from Seduc, Cefapro, the schoolsand teachers who work in the rural education context if they are somehow connected to the teaching of mathematics, what are their conceptions about rural education and how they organize their practices for this modality. In the first approaches, it was possible to verify that,in ruralschools, the performance of mathematics happens in an isolated way from the students'daily life, in a much more accentuated and excluding way when compared to urban education. It was also observed the performance of urbanized practices, in which the knowledge of the city is valued as absolute truths, perpetuating the idea that peasant knowledge is fragile.Trata-se de pesquisa de mestrado desenvolvida no Programa de Pós-Graduação em Educação (PPGE), juntamente com o Grupo de Estudos e Pesquisas em Educação Matemática (GRUEPEM), que tem como objetivo investigar, junto à Seduc, ao Cefapro e às escolas, quais ações estão sendo efetivadas para a implementação curricular diferenciada da educação matemática voltada para a educação do campo. Para tanto, buscou-se sustentação teórica em autores como: Arroyo (2004), Haje (2010), Leite (1999), Pires (2012), Santos (1997; 2003) e Silva (2011; 2020), que tratam das abordagens de pesquisa. Para fins da temática educação matemática e do campo, o aporte concentrou-se em: Afonso (2002), D’Ambrósio (1999), Darsie (1988), Freire (2005), Hoffmann (2011), Moreira (2014), Santos (2010), Silva (2003), dentre outros. A pergunta que norteou o estudo foi: quais ações estão sendo efetivadas, por parte dos profissionais da educação da rede estadual de Mato Grosso, para a implementação curricular diferenciada da educação matemática voltada para a educação do campo? A metodologia escolhida foi de natureza qualitativa, com a análise interpretativa dos dados. Optou-se pelo estudo de caso como tipo de pesquisa, buscando saber como se dá o ensino da matemática em escolas do campo, complementando tais premissas a partir da análise documental das propostas oficiais em nível nacional, da política da Secretaria de Estado de Educação (Seduc) e do que está preconizado tanto para a educação do campo quanto para as escolas do campo, tendo como aporte de análise as normativas: LDB, BNCC, DRC–MT e ECA. Junto às ações da equipe técnica da Secretaria Estadual de Educação, para implementação curricular diferenciada na escola do campo e no Cefapro, a investigação se baseou em levantar informações a respeito das ações e propostas de práticas pedagógicas voltadas ao atendimento do aluno realizadas no intento de orientar os professores que ensinam matemática, da modalidade Escola do Campo (documentos e entrevista com o formador de matemática) e dos PPPs das escolas investigadas. Procurou-se saber, ainda, junto à Seduc, ao Cefapro, às escolas e aos professores que atuam no contexto educacional do campo se estão ligados de alguma forma ao ensino da matemática, quais as concepções sobre a educação do campo e como esses organizam suas práticas para essa modalidade. Nas primeiras aproximações, foi possível verificar que, nas escolas do campo, a atuação da matemática acontece de forma isolada da vida cotidiana dos estudantes, de forma bem mais acentuada e excludente quando comparada à educação urbana. Foi constatada também a atuação de práticas urbanizadas, nas quais os saberes da cidade são valorizados como verdades absolutas, perpetuando a ideia de que os conhecimentos campesinos são frágeis.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoDarsie, Marta Maria Pontinhttp://lattes.cnpq.br/8469435827236724Darsie, Marta Maria Pontin395.272.639-72http://lattes.cnpq.br/8469435827236724Wielewski, Gladys Denise502.478.161-91http://lattes.cnpq.br/4154014326253864395.272.639-72Almeida, Laura Isabel Marques Vasconcelos de352.177.901-72http://lattes.cnpq.br/7897222621814126Santos, Andréa Lima dos2023-03-27T18:05:26Z2021-12-022023-03-27T18:05:26Z2021-09-30info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSANTOS, Andréa Lima dos. A educação matemática sob a perspectiva das escolas do campo. 2021. 140 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021.http://ri.ufmt.br/handle/1/3915porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2023-03-28T07:13:40Zoai:localhost:1/3915Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2023-03-28T07:13:40Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
A educação matemática sob a perspectiva das escolas do campo |
title |
A educação matemática sob a perspectiva das escolas do campo |
spellingShingle |
A educação matemática sob a perspectiva das escolas do campo Santos, Andréa Lima dos Educação matemática Educação do/no campo Sistemas de avaliação Formação docente CNPQ::CIENCIAS HUMANAS::EDUCACAO Mathematics education Education of/in the countryside Evaluation systems Teacher training |
title_short |
A educação matemática sob a perspectiva das escolas do campo |
title_full |
A educação matemática sob a perspectiva das escolas do campo |
title_fullStr |
A educação matemática sob a perspectiva das escolas do campo |
title_full_unstemmed |
A educação matemática sob a perspectiva das escolas do campo |
title_sort |
A educação matemática sob a perspectiva das escolas do campo |
author |
Santos, Andréa Lima dos |
author_facet |
Santos, Andréa Lima dos |
author_role |
author |
dc.contributor.none.fl_str_mv |
Darsie, Marta Maria Pontin http://lattes.cnpq.br/8469435827236724 Darsie, Marta Maria Pontin 395.272.639-72 http://lattes.cnpq.br/8469435827236724 Wielewski, Gladys Denise 502.478.161-91 http://lattes.cnpq.br/4154014326253864 395.272.639-72 Almeida, Laura Isabel Marques Vasconcelos de 352.177.901-72 http://lattes.cnpq.br/7897222621814126 |
dc.contributor.author.fl_str_mv |
Santos, Andréa Lima dos |
dc.subject.por.fl_str_mv |
Educação matemática Educação do/no campo Sistemas de avaliação Formação docente CNPQ::CIENCIAS HUMANAS::EDUCACAO Mathematics education Education of/in the countryside Evaluation systems Teacher training |
topic |
Educação matemática Educação do/no campo Sistemas de avaliação Formação docente CNPQ::CIENCIAS HUMANAS::EDUCACAO Mathematics education Education of/in the countryside Evaluation systems Teacher training |
description |
This is a master's research developed in the Graduate Program in Education (PPGE), together with the Group of Studies and Research in Mathematics Education (GRUEPEM), which aims to investigate, together with Seduc, Cefapro and schools, which actions are being taken for the differentiated curricular implementation of mathematics education for rural education. For this, theoretical support was sought in authors such as Arroyo (2004), Haje (2010), Leite (1999), Pires (2012), Santos (1997; 2003) and Silva(2011; 2020), who deal with research approaches. For the purposes of mathematics and rural education, the contribution was focused on: Afonso (2002), D'Ambrósio (1999), Darsie (1988), Freire (2005), Hoffmann (2011), Moreira (2014), Santos (2010), Silva (2003), among others. The question that guided the studywas: what actions are being taken by the education professionals of the Mato Grosso state network for the differentiated curricular implementation of mathematics education for rural education? The methodology chosen was qualitative in nature, with interpretive analysis of the data. We chose the case study as a type of research, seeking to know how the teaching of mathematics inrural schools is, complementing these assumptions from the documentary analysis of the official proposals at national level, the policy of the State Department of Education (Seduc) and what is recommended both for the education of the field and for rural schools, using as a contribution of analysis the regulations: LDB, BNCC, DRC-MT and ECA. Together with the actions of the technical team from the State Department of Education, for the implementation of differentiated curricular in rural schools and Cefapro, the investigation was based on gathering information about the actions and proposals of pedagogical practices aimed at the student's attendance, carried out with the intention of guiding teachers who teach mathematics,of the Escola do Campo modality (documents and interview with the mathematics teacher) andthe PPPs of the investigated schools. We also tried to find out from Seduc, Cefapro, the schoolsand teachers who work in the rural education context if they are somehow connected to the teaching of mathematics, what are their conceptions about rural education and how they organize their practices for this modality. In the first approaches, it was possible to verify that,in ruralschools, the performance of mathematics happens in an isolated way from the students'daily life, in a much more accentuated and excluding way when compared to urban education. It was also observed the performance of urbanized practices, in which the knowledge of the city is valued as absolute truths, perpetuating the idea that peasant knowledge is fragile. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-12-02 2021-09-30 2023-03-27T18:05:26Z 2023-03-27T18:05:26Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SANTOS, Andréa Lima dos. A educação matemática sob a perspectiva das escolas do campo. 2021. 140 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021. http://ri.ufmt.br/handle/1/3915 |
identifier_str_mv |
SANTOS, Andréa Lima dos. A educação matemática sob a perspectiva das escolas do campo. 2021. 140 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2021. |
url |
http://ri.ufmt.br/handle/1/3915 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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