Análise da geometria na coleção de livros didáticos de Matemática do Ensino Técnico Integrado ao Médio do Centro Paula Souza

• Ano de defesa: 2020
• Autor(a) principal: Ferreira, Renata Barbosa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cruzeiro do Sul; Brasil; Programa de Pós graduação em Ensino de Ciência e Matemática; Cruzeiro do Sul
• Palavras-chave em Português: Geometria; Livro didático; Enfoque ontossemiótico; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/811

The present work aims to analyze how the study of Geometry is proposed in a collection of Mathematics textbooks adopted in Technical Education integrated to High School at the Paula Souza Center from the didactic adequacy tools proposed by the Ontossemiotic Approach of Knowledge and Mathematical Education. For this purpose, didactic adequacy frameworks were employed, particularly, the components and indicators of epistemic, mediational and ecological ones. The six types of primary objects were analyzed: mathematic situations, language, concepts, propositions, procedures and textbook arguments, as well as the incentive of the use of manipulable and technological materials, themes that contributed to the socioprofessional and cultural formation, in the critical thinking and in both intra and interdisciplinary connections. The work was developed through an approach of qualitative nature and document analysis. In the analysis result, taking into account the epistemic adequacy, it was found that the collection presents predominantly tasks from the emerging knowledge level of algorithmic calculations compared to the tasks of the types of mathematic modeling, conjecture/argumentation and proof. Calculation-type activities collaborate in systematizing problem solving, however they limit the student's autonomous development in the construction of knowledge as well as critical thinking. As for mediation adequacy, there was an incentive to use technological resources, such as the calculator. In relation to ecological suitability, the education of values with activities in pairs or groups stood out, reinforcing ethics, solidarity as well as tasks of interdisciplinary connections. Thus, the importance of choosing a textbook that can offer tasks that uniformly contemplate the other levels of emerging knowledge is emphasized. Lastly, the use of didactic adequacy tables is considered as a possible guiding instrument for the analysis of curricular materials.