O ensino a partir da etnomatemática na perspectiva da educação ambiental
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/handle/riufs/4599 |
Resumo: | National assessments for the teaching and learning of mathematics have indicated that Brazilian students have, in general, a low school performance in this discipline. One of the reasons discussed to justify this performance is the abstract characteristic of how this knowledge is worked in the classroom, since these avaliations indicate, generally, that the teaching of this discipline is characterized by a theoretical knowledge unrelated to the student everyday. In order to contribute to these discussions, this study aims to understand how Ethnomathematics contributes to the development of education in environmental perspective, able to promote knowledge valid for the formation of a critical individual, participatory and co-responsible for the environment. For that, a qualitative research was carried out, developed through intervention in Mathematics II, of the Integrated Building Course, Campus of Aracaju, the Federal Institute of Sergipe, where the teaching activities of the content of mathematics were drawn from the theoretical conceptions of Ethnomatematics and Critical Environmental Education. The datas were interpreted by following the concepts of Discourse Analysis. In theory, it was found that Ethnomathematics and Critical Environmental Education have a strong influence of the educational proposal of Paulo Freire and thus have common elements as well as additional features that favor the joint work of them, since one complements the other. The Ethnomathematics open educational space for the Critical Environmental Education to develop, while the second extends the research of the first, bringing concern for the production environment, social and political conditions in which the knowledge is produced. Through the empirical data it was concluded that all these two lines of research, worked from the pedagogical problematic practice, based on dialogue with the students, made possible a favorable teaching the development of a critical environmental awareness of the reality of each of them; more complex understanding of the importance and significance of mathematics; motivation to participate and attend the math class, interest to continue researching more information about the issues covered in class; increased self-esteem related to the ability and the knowledge they possess; development of critical thinking to understand the problems of their daily lives; responsibility and autonomy development as active citizens of society. |
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Ferrete, Rodrigo BoziAraujo, Maria Inêz Oliveirahttp://lattes.cnpq.br/12696657462545372017-09-26T17:33:53Z2017-09-26T17:33:53Z2016-12-13FERRETE, Rodrigo Bozi. O ensino a partir da etnomatemática na perspectiva da educação ambiental. 2016. 267 f. Tese (Pós-Graduação em Educação) - Universidade Federal de Sergipe, São Cristóvão, SE, 2016.https://ri.ufs.br/handle/riufs/4599National assessments for the teaching and learning of mathematics have indicated that Brazilian students have, in general, a low school performance in this discipline. One of the reasons discussed to justify this performance is the abstract characteristic of how this knowledge is worked in the classroom, since these avaliations indicate, generally, that the teaching of this discipline is characterized by a theoretical knowledge unrelated to the student everyday. In order to contribute to these discussions, this study aims to understand how Ethnomathematics contributes to the development of education in environmental perspective, able to promote knowledge valid for the formation of a critical individual, participatory and co-responsible for the environment. For that, a qualitative research was carried out, developed through intervention in Mathematics II, of the Integrated Building Course, Campus of Aracaju, the Federal Institute of Sergipe, where the teaching activities of the content of mathematics were drawn from the theoretical conceptions of Ethnomatematics and Critical Environmental Education. The datas were interpreted by following the concepts of Discourse Analysis. In theory, it was found that Ethnomathematics and Critical Environmental Education have a strong influence of the educational proposal of Paulo Freire and thus have common elements as well as additional features that favor the joint work of them, since one complements the other. The Ethnomathematics open educational space for the Critical Environmental Education to develop, while the second extends the research of the first, bringing concern for the production environment, social and political conditions in which the knowledge is produced. Through the empirical data it was concluded that all these two lines of research, worked from the pedagogical problematic practice, based on dialogue with the students, made possible a favorable teaching the development of a critical environmental awareness of the reality of each of them; more complex understanding of the importance and significance of mathematics; motivation to participate and attend the math class, interest to continue researching more information about the issues covered in class; increased self-esteem related to the ability and the knowledge they possess; development of critical thinking to understand the problems of their daily lives; responsibility and autonomy development as active citizens of society.Avaliações nacionais referentes ao ensino aprendizagem da Matemática têm indicado que os estudantes brasileiros possuem, de modo geral, um baixo rendimento escolar nessa disciplina. Um dos motivos discutidos para justificar esse desempenho é a característica abstrata de como esse conhecimento é trabalhado em sala de aula, uma vez que essas avalições indicam, de modo geral, que o ensino dessa disciplina se caracteriza por um conhecimento teórico sem relação com o cotidiano do estudante. Com o intuito de contribuir com essas discussões o presente estudo tem como objetivo compreender como a Etnomatemática contribui para o desenvolvimento do ensino na perspectiva ambiental, capaz de promover conhecimentos válidos para a formação de indivíduos críticos, participativos e corresponsáveis com o ambiente. Para isso, foi realizada uma pesquisa de cunho qualitativo, desenvolvida através de intervenção na disciplina de Matemática II, do Curso Integrado em Edificações, do campus de Aracaju, do Instituto Federal de Sergipe, em que atividades de ensino do conteúdo da Matemática, foram elaboradas a partir das concepções teóricas da Etnomatemática e da Educação Ambiental Crítica. Os dados coletados foram interpretados, seguindo os conceitos de Análise do Discurso. Em termos teóricos, foi verificado que a Etnomatemática e a Educação Ambiental Crítica apresentam uma forte influência da proposta pedagógica de Paulo Freire e assim, possuem elementos comuns, bem como características complementares que favorecem o trabalho em conjunto, uma vez que uma complementa a outra: a Etnomatemática abre um espaço pedagógico para que a Educação Ambiental Crítica se desenvolva, enquanto que a segunda amplia a investigação da primeira, trazendo a preocupação com relação ao ambiente de produção, e às condições sociais e políticas em que o conhecimento é produzido. Através dos dados empíricos obtidos concluiu-se que o conjunto dessas duas linhas de pesquisa, trabalhadas a partir de uma prática pedagógica problematizadora, baseada no diálogo com os estudantes, possibilitou um ensino voltado ao desenvolvimento da consciência ambiental crítica sobre a realidade de cada um deles; com entendimento mais complexo da importância e do significado da Matemática; motivação para participar e assistir às aulas de Matemática; interesse em continuar pesquisando mais informações sobre os problemas abordados nas aulas; aumento da autoestima relacionada à capacidade e ao conhecimento que possuem; desenvolvimento do pensamento crítico para entender os problemas de seu cotidiano; responsabilidade e desenvolvimento da autonomia enquanto cidadãos ativos da sociedade.application/pdfporUniversidade Federal de SergipePós-Graduação em EducaçãoUFSBrasilEducaçãoEnsino de matemáticaEtnomatemáticaPrática de ensinoEducação ambientalPaulo FreireEducationMathematics educationEthnomatematicsEnvironmental educationCIENCIAS HUMANAS::EDUCACAOO ensino a partir da etnomatemática na perspectiva da educação ambientalinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSORIGINALRODRIGO_BOZI_FERRETE.pdfapplication/pdf1723920https://ri.ufs.br/jspui/bitstream/riufs/4599/1/RODRIGO_BOZI_FERRETE.pdfe1caf3f02acb0bb4e9f99c58066eb69fMD51TEXTRODRIGO_BOZI_FERRETE.pdf.txtRODRIGO_BOZI_FERRETE.pdf.txtExtracted texttext/plain701316https://ri.ufs.br/jspui/bitstream/riufs/4599/2/RODRIGO_BOZI_FERRETE.pdf.txt59b935830ff81d520e2b570bb9cd70a4MD52THUMBNAILRODRIGO_BOZI_FERRETE.pdf.jpgRODRIGO_BOZI_FERRETE.pdf.jpgGenerated Thumbnailimage/jpeg1233https://ri.ufs.br/jspui/bitstream/riufs/4599/3/RODRIGO_BOZI_FERRETE.pdf.jpga1bdf147f11a340e16f86e7117536c04MD53riufs/45992017-11-24 19:29:44.595oai:ufs.br:riufs/4599Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2017-11-24T22:29:44Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.por.fl_str_mv |
O ensino a partir da etnomatemática na perspectiva da educação ambiental |
title |
O ensino a partir da etnomatemática na perspectiva da educação ambiental |
spellingShingle |
O ensino a partir da etnomatemática na perspectiva da educação ambiental Ferrete, Rodrigo Bozi Educação Ensino de matemática Etnomatemática Prática de ensino Educação ambiental Paulo Freire Education Mathematics education Ethnomatematics Environmental education CIENCIAS HUMANAS::EDUCACAO |
title_short |
O ensino a partir da etnomatemática na perspectiva da educação ambiental |
title_full |
O ensino a partir da etnomatemática na perspectiva da educação ambiental |
title_fullStr |
O ensino a partir da etnomatemática na perspectiva da educação ambiental |
title_full_unstemmed |
O ensino a partir da etnomatemática na perspectiva da educação ambiental |
title_sort |
O ensino a partir da etnomatemática na perspectiva da educação ambiental |
author |
Ferrete, Rodrigo Bozi |
author_facet |
Ferrete, Rodrigo Bozi |
author_role |
author |
dc.contributor.author.fl_str_mv |
Ferrete, Rodrigo Bozi |
dc.contributor.advisor1.fl_str_mv |
Araujo, Maria Inêz Oliveira |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1269665746254537 |
contributor_str_mv |
Araujo, Maria Inêz Oliveira |
dc.subject.por.fl_str_mv |
Educação Ensino de matemática Etnomatemática Prática de ensino Educação ambiental Paulo Freire |
topic |
Educação Ensino de matemática Etnomatemática Prática de ensino Educação ambiental Paulo Freire Education Mathematics education Ethnomatematics Environmental education CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Education Mathematics education Ethnomatematics Environmental education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
National assessments for the teaching and learning of mathematics have indicated that Brazilian students have, in general, a low school performance in this discipline. One of the reasons discussed to justify this performance is the abstract characteristic of how this knowledge is worked in the classroom, since these avaliations indicate, generally, that the teaching of this discipline is characterized by a theoretical knowledge unrelated to the student everyday. In order to contribute to these discussions, this study aims to understand how Ethnomathematics contributes to the development of education in environmental perspective, able to promote knowledge valid for the formation of a critical individual, participatory and co-responsible for the environment. For that, a qualitative research was carried out, developed through intervention in Mathematics II, of the Integrated Building Course, Campus of Aracaju, the Federal Institute of Sergipe, where the teaching activities of the content of mathematics were drawn from the theoretical conceptions of Ethnomatematics and Critical Environmental Education. The datas were interpreted by following the concepts of Discourse Analysis. In theory, it was found that Ethnomathematics and Critical Environmental Education have a strong influence of the educational proposal of Paulo Freire and thus have common elements as well as additional features that favor the joint work of them, since one complements the other. The Ethnomathematics open educational space for the Critical Environmental Education to develop, while the second extends the research of the first, bringing concern for the production environment, social and political conditions in which the knowledge is produced. Through the empirical data it was concluded that all these two lines of research, worked from the pedagogical problematic practice, based on dialogue with the students, made possible a favorable teaching the development of a critical environmental awareness of the reality of each of them; more complex understanding of the importance and significance of mathematics; motivation to participate and attend the math class, interest to continue researching more information about the issues covered in class; increased self-esteem related to the ability and the knowledge they possess; development of critical thinking to understand the problems of their daily lives; responsibility and autonomy development as active citizens of society. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-12-13 |
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2017-09-26T17:33:53Z |
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2017-09-26T17:33:53Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
FERRETE, Rodrigo Bozi. O ensino a partir da etnomatemática na perspectiva da educação ambiental. 2016. 267 f. Tese (Pós-Graduação em Educação) - Universidade Federal de Sergipe, São Cristóvão, SE, 2016. |
dc.identifier.uri.fl_str_mv |
https://ri.ufs.br/handle/riufs/4599 |
identifier_str_mv |
FERRETE, Rodrigo Bozi. O ensino a partir da etnomatemática na perspectiva da educação ambiental. 2016. 267 f. Tese (Pós-Graduação em Educação) - Universidade Federal de Sergipe, São Cristóvão, SE, 2016. |
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