O currículo de matemática moldado e praticado por uma professora que atua na educação de jovens e adultos

• Ano de defesa: 2013
• Autor(a) principal: Bueno, Simone
• Orientador(a): Pires, Celia Maria Carolino
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação Matemática
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Currículo de matemática; Educação de jovens e adultos; Enculturação matemática
• Palavras-chave em Inglês: Mathematics curriculum; Youth and adult education; Curriculum enculturador
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://tede2.pucsp.br/handle/handle/10947

Our study has the purpose to investigate the Mathematics Curriculum framed and practiced by a math teacher, who works in the Youth and Adults Education and theirs professionals knowledge, from the perspective of the enculturation curriculum. The study is the qualitative in nature, characterized as a case s studies. Based on works on the Mathematics Curriculum in the perspective cultural of Mathematics of the enculturation curriculum, having as theoretical referential Alan Bishop, studies of Celia Pires, with regard to curriculum organization and Ole Skovsmose, that is referred to the criteria choice of contexts within a mathematics learning environment. Our goal was related to the teacher s attitude, to select and develop the proposed contents. We noticed that the methodologies options contemplated in the proposed activities, sometimes referred to the pure mathematics, and the other times we find situations that optimized the paradigm of research, so the students assumed the exploration process. Through the observations of teachers classes and based on the category of analysis, that elected to the ours theory references, we concluded that, in the current activity proposed by the teacher we can find situations that provides the enculturation mathematics. We also conclude that when the teacher stimulated the articulation between several subjects provides the networking articulation