Banca de DEFESA: JAQUELINE DE SOUZA PEREIRA GRILO

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : JAQUELINE DE SOUZA PEREIRA GRILO
DATA : 17/12/2019
HORA: 14:00
LOCAL: Faculdade de Educação
TÍTULO:

SPECIFIC MATHEMATICS FOR TEACHING: SPEECH, POWER RELATIONSHIP AND SUBJECT PRODUCTION

PALAVRAS-CHAVES:

Discourse. Mathematics. Teacher. Power relations. Subjectivation.

PÁGINAS: 140
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
ESPECIALIDADE: Métodos e Técnicas de Ensino
RESUMO:

This thesis brings three theoretical studies with the purpose of arguing about the question: that subjectivation modes are put into operation by discourse of specific mathematical knowledge to teach? The studies were inspired in Foucaultian concepts and the analysis focalized studies in the area of Mathematical Education that mobilize discourses about Mathematical Knowledge for Teaching, Mathematics Teacher Specialized Knowledge and Mathematics for Teaching. In the first study, we identified different subject positions made available by such discourses. The identified subject positions demand, on the one hand, a subject-teacher-of-Mathematics who, by nourishing himself from theory, improves his practice; on the other hand, a subject who establishes himself piece by piece daily, and it is not possible to demarcate practical situations that were not also theoretical. The second study discusses how discourse of specific mathematical knowledge to teach have proposed the conduct of mathematics teachers. We show that these discourses put into practice different types of power and that each of them mobilizes strategies and tactics in order to trigger the technology we call “Technology of Mathematical Specificity”. The results suggest that the conducts disponibilized by these discourses move between a logic that goes from the individual and disciplinary to a governmental logic. The last study problematizes the statement “To teach Mathematics it’s necessary known a specific Mathematic for teaching” that emerges from discourse of specific mathematical knowledge to teach. The analysis showed that these discourses operate whit two truth regimes: one that deals with the inseparability between theory and practice and another that associates economic development with the mathematical proficiency of a country. Finally, the thesis captures and describes the network that surrounds discourse of specific mathematical knowledge to teach in order to examine the power relations that have worked to produce the subject-teacher-of-Mathematics.

MEMBROS DA BANCA:
Presidente - 1745317 - JONEI CERQUEIRA BARBOSA
Interno - 630.606.043-04 - MARLECIO MAKNAMARA DA SILVA CUNHA - UFAL
Interno - 2226324 - ANDREIA MARIA PEREIRA DE OLIVEIRA
Externo à Instituição - VICTOR AUGUSTO GIRALDO - UFRJ
Externo à Instituição - FERNANDA WANDERER - UFRGS