Banca de DEFESA: ANALDINO PINHEIRO SILVA FILHO
Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.DISCENTE : ANALDINO PINHEIRO SILVA FILHO
DATA : 18/12/2020
HORA: 14:00
LOCAL: https://conferenciaweb.rnp.br/events/defesa-de-doutorado-de-analdino-pinheiro-silva-filho
TÍTULO:
MATHEMATICAL EDUCATION, LANGUAGE GAMES AND CONFLICTS IN THE TRAINING OF EDUCATORS IN THE FIELD
PALAVRAS-CHAVES:
Mathematical Education. Language Games. Training of Field Educators.
PÁGINAS: 146
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
ESPECIALIDADE: Métodos e Técnicas de Ensino
RESUMO:
This thesis presents the results of a research that aimed to understand how teachers and students deal with the conflicts that arise between language games that they mobilize in the training of educators in the field, in the area of Mathematics. I try to show that such conflicts occur as an expression of the power-to-know relationships that enable the circulation and functioning of Mathematics Education discourses that are accepted as true in pedagogical practice, to the detriment of others. Philosophical contributions from Ludwig Wittgenstein's thought were used as theoretical tools, especially his notions of way of life, language games and family similarities; and, also, of Michel Foucault's philosophy, mainly his concepts of discourse, power and knowledge. The investigation is based on a qualitative approach of a comprehensive type and the production of data took place in the Degree in Field Education, at a public university in the interior of Bahia. Three teachers participated in the study who teach mathematics in the course and about 32 students from three classes of that course. The research material was produced through observations of mathematics classes, interviews with students and teachers and also through the analysis of documents. The examination of the research material developed in three stages: in the first stage, I analyzed the mathematical and mathematical education discourses that institute practices that trigger discursive conflicts, identifying the discourse of modern mathematics, the discourse of symbolic language in mathematics, the discourse of algebra in mathematics, discourse of Euclidean mathematics, discourse of geometry applied in physical space, discourse of mathematics applied to the student's reality, among others. In the second stage, the analysis focused on the identification and characterization of the types of conflicts, being possible to identify five types: concept conflict, word conflict, symbol conflict, procedural conflict and mathematical justification conflict. In the third stage, the analytical focus was given to the ways in which teachers and students deal with such conflicts, where it was found that teachers act by mobilizing mathematical and pedagogical discourses that act by ordering differences, standardizing language games and providing specific modes to think and operate mathematics; whereas students sometimes become subject and sometimes resist such speeches. Finally, I conclude by warning about the need to look at discursive conflicts in terms of their positivity, in which I highlight the importance of educators in the area of mathematics and, also, from other areas of knowledge being sensitive to the different trajectories of present knowledge in the life of the undergraduates, as well as recognizing the importance of this knowledge for the scientific knowledge production process.
MEMBROS DA BANCA:
Presidente - 909.409.897-00 - MARCO ANTÔNIO LEANDRO BARZANO - UEFS
Interno - 1148606 - ROSILEIA OLIVEIRA DE ALMEIDA
Externo à Instituição - IRANETE MARIA DA SILVA LIMA - UFPE
Externo à Instituição - LUDMILA OLIVEIRA HOLANDA CAVALCANTE - UEFS
Externo à Instituição - MARLECIO MAKNAMARA DA SILVA CUNHA - UFAL