Prática discursiva e ensino de matemática no processo de interação em sala de aula.

• Autor(a) principal: Maccarini, Norma Barbosa Benedito
• Data de Publicação: 2006
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: http://tede.unioeste.br:8080/tede/handle/tede/2532
• topic: Prática discursiva; Cultura matemática; Poder-saber; Discoursive practice; Math culture; Power-knowledge; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

This paper aims to socialize a case study carried out in a municipal public school in Cascavel- PR, with the teacher and a group of students from fourth grade of elementary school. The research had the objective of investigating how the teacher s speech produces school math culture while teaching Math to students, taking into account the web of relations established in the classroom. A choice for a qualitative, ethnographic research was made for the development of the work. The considerations on the case was based on theoretical contributions of Foucault, D Ambrosio, Silva, Veiga-Neto, and some others contemporary theorists. Such considerations pointed to the relations among knowledge, power and truth that go through the teacher s discoursive practice in the interaction with the students in classroom, or in the production of school math culture. The results point to the fact that the social is built on a plurality of discourses that get intersectec in a complex game of power relations. In this game, speech does not reveal the individual s autonomy over his own knowledge; instead, individual-positions are noticed within the discourse. In this sense, the individuals express themselves in this game of power relations, according to the situation allowed by their social place, and in the same way individual-positions are built within a social formation, they determine and are determined by discoursive practices. From this, it was concluded that the production of school math culture is straightly connected to power, knowledge and truth relations that permeate the discoursive practices of Mariana, the Math teacher, in the interaction with her students. Her practice determines and is determined by the discourse order of Math and Math education to which the teacher is subordinated, given the position that the person has at the educational institution.