A matemática e o ensino noturno : desvendando as relações na busca pelo sentido de aprender

• Autor(a) principal: Santana, José Robson Silva
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/handle/riufs/5200
• topic: Relação com o saber; Educação matemática; Ensino noturno; Relationship with knowlegde; Math education; Nocturnal teaching; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA

The mathematics education is presented through an incessant search of finding ways to enable student learning. The objective of this research is based on the assumption of that the sense of learning a discipline, especially the mathematical, has contributed to consolidate a research field that fosters new ways of conceiving it. Therefore, in order to analyze the sense of learning mathematics for students of the nocturnal period in a fundamental school, this research delights in a study founded on the theory of Relationship with the Know developed by Bernard Charlot. For systematization of this research have been used as theoretical reference, in adition the Charlot (2000, 2005), studies by Silva (2008, 2009), Bachelard (2007), Giordan (2007), Fonseca (2007), Carvalho (2001), Marques (2009), Abdalla (2004), Lorenzato (2010) and others. It is a study of case with quantitative and qualitative approaches, which uses as an instrument of data collection questionnaires and semi-structured interviews. In this research, there are issues concerning relations with nocturnal teaching and math, when they seek the learning. The data show that young people enter to night school as a consequence of diurnal activities; however, they have satisfactory relationship with the school and the nocturnal turn. These students see the school as an institution that provides social mobility, learning, socialization and entertainment. The relationships with Mathematics are acceptable and pleasurable. They consider an important discipline; however, refer to the Elementary Mathematic, putting little relation to part of abstract. Furthermore, the data argue that one must learn mathematics as a discipline necessary for the future.