A matemática do meio rural numa abordagem etnomatemática : uma experiência educacional dos Núcleos-Escolas da comunidade camponesa do Movimento Sem Terrra no município de Serra Talhada
Autor(a) principal: | |
---|---|
Data de Publicação: | 2011 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFRPE |
Texto Completo: | http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5949 |
Resumo: | The subject of this study that makes refrence to the mathematucs of the rural environment in na etnomathematical approach is the relation between the cultural world of the concepts, ideas and experience of the rural producers of the Landless Movement – Movimento Sem Terra (MST) entailed to the Riacho do Bode Settlement an Gilvan Santos, entitled in this Countryside Community research, and the universe of the systemized learning an developed in the school environment. It presents as general purpose to comparatively analyse the mathematics presenting the pedagogical practice of the teachers of mathematics in the different School Centers of the Contryside Community and the mathematics built in the everyday practices of the rural producers of this community. The investigation of quality value and etnographical inspirations makes use of structured interviews as a methodological procedure. The theoretical work inspirations were searched in the literature related to the two areas of knouledge centrally disposed in the research: The Popular Education and the Ethnomathematics. There is a “popular mathematical language” which expresses the mathematical knowledge created and recreated in the popular context. A bigger regard to this language reveals that some conception transmitted at school as being exclusive are not so indeed, and by applying the presupposed of the Ethnomathematics is necessary receptivity to accept, to understand and to respect different conceptions from those generally transmitted as exclusive. In the analysis of the informal mathematics of the rural producer in the Countryside Community and the formal mathematics worked out by the mathematics teachers of different School Centers, it is noted that the relations between these two types of mathematics several mathematical knowledges come up and they are linked to the Arithmetics and the Plane Geomatry, but that they differ in the particular language of each one. Some indications of the Ethnomathematics are also noticed in the pedagogical practices os these teachers which are not necessarily worked out with its presupposed, but somehow, the Ethnomathematics is implicit in the work developing of these teachers. From what was observed one points out the conclusive principle that a factor which can be decisive in recognizing the mathematical knowledge built in different cultures is to take into account as part of the history of the mathematics, the history of the practices and the exlcusive and particular mathematical knowledges that exist in the different cultures. Eventually one concludes that for the pedagogical practice of the mathematics teachers of the different “School Centers” of the Contryside Community to achieve the purposes of a meaningful learning and to meet the educational politics of the countryside, the teaching methodology must efficiently lead to the mastering of the classical mathematics starting from the approach in ethnomathematics. But for that, it is above all necessary for the school and the teachers to understand that teaching mathematics is not only a technical task but also a political one. |
id |
URPE_ce88007af8a60e6c3f9d844f047ecd77 |
---|---|
oai_identifier_str |
oai:tede2:tede2/5949 |
network_acronym_str |
URPE |
network_name_str |
Biblioteca Digital de Teses e Dissertações da UFRPE |
repository_id_str |
|
spelling |
SILVA, Suely Alves daMENEZES, Josinalva Estáciohttp://lattes.cnpq.br/6555441711079140CAMPOS, Paulo Policarpo2016-11-23T13:14:28Z2011-11-22CAMPOS, Paulo Policarpo. A matemática do meio rural numa abordagem etnomatemática : uma experiência educacional dos Núcleos-Escolas da comunidade camponesa do Movimento Sem Terrra no município de Serra Talhada. 2011. 142 f. Dissertação (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife.http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5949The subject of this study that makes refrence to the mathematucs of the rural environment in na etnomathematical approach is the relation between the cultural world of the concepts, ideas and experience of the rural producers of the Landless Movement – Movimento Sem Terra (MST) entailed to the Riacho do Bode Settlement an Gilvan Santos, entitled in this Countryside Community research, and the universe of the systemized learning an developed in the school environment. It presents as general purpose to comparatively analyse the mathematics presenting the pedagogical practice of the teachers of mathematics in the different School Centers of the Contryside Community and the mathematics built in the everyday practices of the rural producers of this community. The investigation of quality value and etnographical inspirations makes use of structured interviews as a methodological procedure. The theoretical work inspirations were searched in the literature related to the two areas of knouledge centrally disposed in the research: The Popular Education and the Ethnomathematics. There is a “popular mathematical language” which expresses the mathematical knowledge created and recreated in the popular context. A bigger regard to this language reveals that some conception transmitted at school as being exclusive are not so indeed, and by applying the presupposed of the Ethnomathematics is necessary receptivity to accept, to understand and to respect different conceptions from those generally transmitted as exclusive. In the analysis of the informal mathematics of the rural producer in the Countryside Community and the formal mathematics worked out by the mathematics teachers of different School Centers, it is noted that the relations between these two types of mathematics several mathematical knowledges come up and they are linked to the Arithmetics and the Plane Geomatry, but that they differ in the particular language of each one. Some indications of the Ethnomathematics are also noticed in the pedagogical practices os these teachers which are not necessarily worked out with its presupposed, but somehow, the Ethnomathematics is implicit in the work developing of these teachers. From what was observed one points out the conclusive principle that a factor which can be decisive in recognizing the mathematical knowledge built in different cultures is to take into account as part of the history of the mathematics, the history of the practices and the exlcusive and particular mathematical knowledges that exist in the different cultures. Eventually one concludes that for the pedagogical practice of the mathematics teachers of the different “School Centers” of the Contryside Community to achieve the purposes of a meaningful learning and to meet the educational politics of the countryside, the teaching methodology must efficiently lead to the mastering of the classical mathematics starting from the approach in ethnomathematics. But for that, it is above all necessary for the school and the teachers to understand that teaching mathematics is not only a technical task but also a political one.O tema deste estudo que referencia a matemática do meio rural numa abordagem etnomatemática, é a relação entre o mundo cultural dos conceitos, idéias e experiências dos produtores rurais do Movimento Sem Terra (MST), vinculados aos Assentamentos do Riacho do Bode e Gilvam Santos, denominados nesta pesquisa de Comunidade Camponesa, e o universo do saber sistematizado e desenvolvido no espaço escolar. Apresenta como objetivo geral analisar comparativamente a matemática presente na prática pedagógica dos professores de matemática dos diferentes “Núcleos-Escolas” da Comunidade Camponesa e a matemática construída nas práticas cotidianas dos produtores rurais dessa comunidade. A investigação de cunho qualitativo e inspiração etnográfica, utiliza como procedimento metodológico a entrevista estruturada. As inspirações teóricas do trabalho foram buscadas na literatura relativa às duas áreas do conhecimento centralmente imbricadas na pesquisa: a Educação Popular e a Etnomatemática. Existe uma “linguagem da matemática popular” que expressa o conhecimento matemático criado/recriado no contexto popular. Uma maior atenção a esta linguagem revela que algumas concepções veiculadas na escola como sendo únicas, na verdade não o são, e que aplicando na escola os pressupostos da Etnomatemática é necessário receptividade para aceitar, compreender e respeitar concepções diferentes daquelas que geralmente são veiculadas como únicas. Na análise da matemática informal do produtor rural da Comunidade Camponesa e a matemática formal vivenciada pelos professores de matemática dos diferentes “Núcleos-Escolas”, percebe-se que nas relações entre essas duas matemáticas aparecem vários conhecimentos matemáticos ligados a Aritmética e a Geometria plana, mas que diferem na linguagem própria de cada uma. Observa-se, também, na prática pedagógica desses professores, alguns indícios da Etnomatemática, não necessariamente trabalhados com seus pressupostos, mas de alguma forma, a Etnomatemática está implícita no desenvolvimento do trabalho desses professores. Do que foi observado, ressalta-se como princípio conclusivo que um fator que pode ser decisivo no reconhecimento do conhecimento matemático construído em culturas diferenciadas é levar em consideração, como parte da história da matemática, a história das práticas e dos conhecimentos matemáticos únicos, particulares, existentes nas diferentes culturas. Finalmente concluiu-se que para a prática pedagógica dos professores de matemática dos diferentes “Núcleos-Escolas” da Comunidade Camponesa alcançar os objetivos de uma aprendizagem significativa para atender a política de educação do campo, a metodologia de ensino deve conduzir eficazmente ao domínio da matemática acadêmica a partir da abordagem em etnomatemática. Mas para isto, é necessário, sobretudo, que a escola e os professores compreendam que ensinar matemática não é só uma tarefa técnica, mas também política.Submitted by (lucia.rodrigues@ufrpe.br) on 2016-11-23T13:14:28Z No. of bitstreams: 1 Paulo Policarpo Campos.pdf: 697124 bytes, checksum: f3b03d20f44de546b253bddcc2bb3652 (MD5)Made available in DSpace on 2016-11-23T13:14:28Z (GMT). No. of bitstreams: 1 Paulo Policarpo Campos.pdf: 697124 bytes, checksum: f3b03d20f44de546b253bddcc2bb3652 (MD5) Previous issue date: 2011-11-22application/pdfporUniversidade Federal Rural de PernambucoPrograma de Pós-Graduação em Ensino das CiênciasUFRPEBrasilDepartamento de EducaçãoEnsino de matemáticaEtnomatemáticaMeio ruralCIENCIAS HUMANAS::EDUCACAOA matemática do meio rural numa abordagem etnomatemática : uma experiência educacional dos Núcleos-Escolas da comunidade camponesa do Movimento Sem Terrra no município de Serra Talhadainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-6099596823942813476006006007124334461228751377-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFRPEinstname:Universidade Federal Rural de Pernambuco (UFRPE)instacron:UFRPELICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/5949/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51ORIGINALPaulo Policarpo Campos.pdfPaulo Policarpo Campos.pdfapplication/pdf697124http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/5949/2/Paulo+Policarpo+Campos.pdff3b03d20f44de546b253bddcc2bb3652MD52tede2/59492018-08-30 09:53:50.468oai:tede2: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Biblioteca Digital de Teses e Dissertaçõeshttp://www.tede2.ufrpe.br:8080/tede/PUBhttp://www.tede2.ufrpe.br:8080/oai/requestbdtd@ufrpe.br ||bdtd@ufrpe.bropendoar:2024-05-28T12:33:44.022844Biblioteca Digital de Teses e Dissertações da UFRPE - Universidade Federal Rural de Pernambuco (UFRPE)false |
dc.title.por.fl_str_mv |
A matemática do meio rural numa abordagem etnomatemática : uma experiência educacional dos Núcleos-Escolas da comunidade camponesa do Movimento Sem Terrra no município de Serra Talhada |
title |
A matemática do meio rural numa abordagem etnomatemática : uma experiência educacional dos Núcleos-Escolas da comunidade camponesa do Movimento Sem Terrra no município de Serra Talhada |
spellingShingle |
A matemática do meio rural numa abordagem etnomatemática : uma experiência educacional dos Núcleos-Escolas da comunidade camponesa do Movimento Sem Terrra no município de Serra Talhada CAMPOS, Paulo Policarpo Ensino de matemática Etnomatemática Meio rural CIENCIAS HUMANAS::EDUCACAO |
title_short |
A matemática do meio rural numa abordagem etnomatemática : uma experiência educacional dos Núcleos-Escolas da comunidade camponesa do Movimento Sem Terrra no município de Serra Talhada |
title_full |
A matemática do meio rural numa abordagem etnomatemática : uma experiência educacional dos Núcleos-Escolas da comunidade camponesa do Movimento Sem Terrra no município de Serra Talhada |
title_fullStr |
A matemática do meio rural numa abordagem etnomatemática : uma experiência educacional dos Núcleos-Escolas da comunidade camponesa do Movimento Sem Terrra no município de Serra Talhada |
title_full_unstemmed |
A matemática do meio rural numa abordagem etnomatemática : uma experiência educacional dos Núcleos-Escolas da comunidade camponesa do Movimento Sem Terrra no município de Serra Talhada |
title_sort |
A matemática do meio rural numa abordagem etnomatemática : uma experiência educacional dos Núcleos-Escolas da comunidade camponesa do Movimento Sem Terrra no município de Serra Talhada |
author |
CAMPOS, Paulo Policarpo |
author_facet |
CAMPOS, Paulo Policarpo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
SILVA, Suely Alves da |
dc.contributor.advisor-co1.fl_str_mv |
MENEZES, Josinalva Estácio |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6555441711079140 |
dc.contributor.author.fl_str_mv |
CAMPOS, Paulo Policarpo |
contributor_str_mv |
SILVA, Suely Alves da MENEZES, Josinalva Estácio |
dc.subject.por.fl_str_mv |
Ensino de matemática Etnomatemática Meio rural |
topic |
Ensino de matemática Etnomatemática Meio rural CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The subject of this study that makes refrence to the mathematucs of the rural environment in na etnomathematical approach is the relation between the cultural world of the concepts, ideas and experience of the rural producers of the Landless Movement – Movimento Sem Terra (MST) entailed to the Riacho do Bode Settlement an Gilvan Santos, entitled in this Countryside Community research, and the universe of the systemized learning an developed in the school environment. It presents as general purpose to comparatively analyse the mathematics presenting the pedagogical practice of the teachers of mathematics in the different School Centers of the Contryside Community and the mathematics built in the everyday practices of the rural producers of this community. The investigation of quality value and etnographical inspirations makes use of structured interviews as a methodological procedure. The theoretical work inspirations were searched in the literature related to the two areas of knouledge centrally disposed in the research: The Popular Education and the Ethnomathematics. There is a “popular mathematical language” which expresses the mathematical knowledge created and recreated in the popular context. A bigger regard to this language reveals that some conception transmitted at school as being exclusive are not so indeed, and by applying the presupposed of the Ethnomathematics is necessary receptivity to accept, to understand and to respect different conceptions from those generally transmitted as exclusive. In the analysis of the informal mathematics of the rural producer in the Countryside Community and the formal mathematics worked out by the mathematics teachers of different School Centers, it is noted that the relations between these two types of mathematics several mathematical knowledges come up and they are linked to the Arithmetics and the Plane Geomatry, but that they differ in the particular language of each one. Some indications of the Ethnomathematics are also noticed in the pedagogical practices os these teachers which are not necessarily worked out with its presupposed, but somehow, the Ethnomathematics is implicit in the work developing of these teachers. From what was observed one points out the conclusive principle that a factor which can be decisive in recognizing the mathematical knowledge built in different cultures is to take into account as part of the history of the mathematics, the history of the practices and the exlcusive and particular mathematical knowledges that exist in the different cultures. Eventually one concludes that for the pedagogical practice of the mathematics teachers of the different “School Centers” of the Contryside Community to achieve the purposes of a meaningful learning and to meet the educational politics of the countryside, the teaching methodology must efficiently lead to the mastering of the classical mathematics starting from the approach in ethnomathematics. But for that, it is above all necessary for the school and the teachers to understand that teaching mathematics is not only a technical task but also a political one. |
publishDate |
2011 |
dc.date.issued.fl_str_mv |
2011-11-22 |
dc.date.accessioned.fl_str_mv |
2016-11-23T13:14:28Z |
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.citation.fl_str_mv |
CAMPOS, Paulo Policarpo. A matemática do meio rural numa abordagem etnomatemática : uma experiência educacional dos Núcleos-Escolas da comunidade camponesa do Movimento Sem Terrra no município de Serra Talhada. 2011. 142 f. Dissertação (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife. |
dc.identifier.uri.fl_str_mv |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5949 |
identifier_str_mv |
CAMPOS, Paulo Policarpo. A matemática do meio rural numa abordagem etnomatemática : uma experiência educacional dos Núcleos-Escolas da comunidade camponesa do Movimento Sem Terrra no município de Serra Talhada. 2011. 142 f. Dissertação (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife. |
url |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5949 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
-609959682394281347 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.department.fl_str_mv |
7124334461228751377 |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal Rural de Pernambuco |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Ensino das Ciências |
dc.publisher.initials.fl_str_mv |
UFRPE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Departamento de Educação |
publisher.none.fl_str_mv |
Universidade Federal Rural de Pernambuco |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFRPE instname:Universidade Federal Rural de Pernambuco (UFRPE) instacron:UFRPE |
instname_str |
Universidade Federal Rural de Pernambuco (UFRPE) |
instacron_str |
UFRPE |
institution |
UFRPE |
reponame_str |
Biblioteca Digital de Teses e Dissertações da UFRPE |
collection |
Biblioteca Digital de Teses e Dissertações da UFRPE |
bitstream.url.fl_str_mv |
http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/5949/1/license.txt http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/5949/2/Paulo+Policarpo+Campos.pdf |
bitstream.checksum.fl_str_mv |
bd3efa91386c1718a7f26a329fdcb468 f3b03d20f44de546b253bddcc2bb3652 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UFRPE - Universidade Federal Rural de Pernambuco (UFRPE) |
repository.mail.fl_str_mv |
bdtd@ufrpe.br ||bdtd@ufrpe.br |
_version_ |
1810102231515529216 |