O saber/fazer na pedagogia da altern?ncia numa escola do Campo de Nova Friburgo na perspectiva da etnomatem?tica

• Autor(a) principal: Heringer, Constancia
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/4642
• topic: Educa??o do Campo; Pedagogia da Altern?ncia; Etnomatem?tica; Field Education; Pedagogy of Alternation; Ethnomathematics; Educa??o

The teaching of mathematics represents a great challenge for the field education and should be associated with everyday knowledge so that the student develops logical thinking, creativity, the capacity for critical analysis and becomes active in the organization and transformation of the environment in which lives. This research seeks to answer how the relations between Field Education and Ethnomathematics are established in a Rural School that adopts the Pedagogy of Alternation. As a methodological strategy, the following steps were taken: experience in the socio-professional environment of the participants, app lication of questionnaires, elaboration and application of questions about students' previous knowledge and flower production, survey, analysis and synthesis of data obtained, valorization of knowledge of the relatives, application of the contents proper to the 7th year of elementary school based on the information obtained in the previous stages and again application of questionnaires for comparison purposes. The results show that young people have positive attitudes towards Mathematics, they have different mathematical procedures in an informal way, they demonstrate the comprehension of concepts when they are associated with their knowledge, and also indicate that the Alternation Pedagogy allows the construction of the process of teaching and learning in an ethnomathematical perspective when considering Field Education as a Liberating Pedagogy that values the students' previous knowledge.