Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Cavalcante, Clarissa Maciel
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| Orientador(a): |
Bianchini, Barbara Lutaif
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação Matemática
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| Departamento: |
Faculdade de Ciências Exatas e Tecnologia
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/42868
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Resumo: |
The thesis investigates the integration of Mathematics in technical courses integrated with High School, focusing on Construction at a campus of the Federal Institute of Pará (IFPA), grounded in the Theory of Mathematics in the Context of Sciences (TMCC). The introduction contextualizes the challenges of aligning mathematical content with technical subjects, emphasizing the importance of this integration in promoting meaningful learning. The study adopts a qualitative methodology divided into three main stages: mapping previous research, conducting interviews with Mathematics teachers, and proposing a theoretical-methodological model called Theoretical-Methodological Orientation Path for the development of Integrative Projects (POTM-PI). Content Analysis (CA) supported data processing, aided by the software MAXQDA, which organized and coded textual data, resulting in categories that reflected the challenges and difficulties of integration pointed out in the corpus, namely: disconnection of content, curricular limitations, student profile, pedagogical practices, and institutional constraints such as infrastructure and time. The interview phase revealed teachers' perceptions of the barriers faced, such as students' lack of prior knowledge and curricular issues that hinder the implementation of integrative practices. The analyses identify a gap between the integration of Mathematics with students’ professional practice in the studied context, suggesting the need for more contextualized approaches to reinforce the construction of mathematical knowledge within technical training. The POTM-PI proposal aims to build Integrative Projects as a means to promote interdisciplinarity and knowledge integration. TMCC phases guided the process from curricular planning to formulating the interview orientation guide and proposing integrative approaches that link Mathematics to technical and professional demands. Results show that an interdisciplinary and contextualized approach can not only strengthen the understanding of mathematical content but also promote an integrated education, as intended for these course modalities. The final considerations highlight the potential of TMCC in promoting integration in technical courses, proposing future research to expand this approach in other educational contexts, as well as the effective application of POTM-PI. The research also points to the need for an education aligned with labor market demands, fostering the development of professional, scientific, and educational skills in students, and promoting holistic, integrated education to develop citizens through humanized approaches, aiming to overcome the historical separation between work and education |
