Detalhes bibliográficos
| Ano de defesa: |
2012 |
| Autor(a) principal: |
Amaral, Nara
 |
| Orientador(a): |
Maranhão, Maria Cristina Souza de Albuquerque |
| Banca de defesa: |
Não Informado pela instituição |
| 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: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/10950
|
Resumo: |
This study aims to investigate which aspects of Critical Mathematics Education, from Ole Skovsmose, have been privileged by the Brazilian researches of the period 2007 to 2010 that deal with arithmetic of the early years of Elementary School. Based on Fiorentini e Lorenzato (2006), the research is characterized as a qualitative metaanalysis, one of types of bibliographical research, with documental character, having been based also on a meta-analysis of Maranhão (2010), because it has the same purpose: to broaden or deepen the theoretical aspects of research selected. Assumptions of the movement of Critical Mathematics Education were used, lenses with which dissertations selected were analyzed. The procedures involved in the research were: the formation of the corpus of documents (BIOTTO, 2008; BORGES, 2009; LIPP, 2009); the organization of the material, selecting units for interpretive analyzes that could provide answers to the research questions; and the evidence of contrasts and relevant standards, between researches investigated, organized by theoretical topics of theoretical reference privileged. The results indicated concerns with the following theoretical aspects of Critical Mathematics Education that emerged from the analysis of the three studies meta-analyzed: Matemacia, Exercises, Scenarios for Investigation and Model of Cooperative Investigation. Also showed that, even being contemplated these things, they did not emphasize the development of strategies that exhibit the necessary treatment to arithmetic's affairs (and other mathematical domains) emerging in investigative scenarios proposed, of intervention in reality, and this occurred, even when the stated focus of learning arithmetic topics. The rich and rigorous treatment of Mathematics is fundamental to the exercise of citizenship and for intervention in reality, because the larger its domain, the better the planning and decision making in these projects. In summary, if the scenarios have to be rich to the exercise of citizenship, it must be borne rigor in the treatment of mathematical subjects emerging from them |
