Etnomatemática e relações de poder : uma análise das narrativas de colonos descendentes de alemães da região do Vale do Rio dos Sinos

• Ano de defesa: 2015
• Autor(a) principal: Kroetz, Ketlin
• Orientador(a): Lara, Isabel Cristina Machado de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação em Ciências e Matemática
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: ETNOMATEMÁTICA; MATEMÁTICA - ENSINO; RELAÇÕES DE PODER; IMIGRAÇÃO ALEMÃ - RIO GRANDE DO SUL; NARRATIVA
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/6255

This study aims to identify and understand the processes of generation, organization and dissemination of the knowledge of three descendants of German settlers living in the Vale do Rio dos Sinos region, municipality of Santa Maria do Herval, Rio Grande do Sul. The theoretical contributions that served as the foundation for the study were configured in two main areas: power and body discipline, based on studies by Michel Foucault; Ethnomatematics and, based on the research by D'Ambrosio (1996, 1998, 2001, 2004, 2005) and Knijnik (1996, 2004, 2007, 2008, 2009). The empirical material consists of semi-structured interviews, on which a family discourse analysis is done, considering the power relations presented in certain historical moments marked, in particular, by the time of enrollment of subjects and the knowledge used in their work activities. Thus, narratives analysis of the settlers indicates that the first German schools were responsible for setting up the type of subject that is considered ideal for that historical moment. Through control techniques, such as surveillance and punishment, subjects were tamed in order to ensure the ethnicity brought by the first German immigrants. Regarding the process of generation of their knowledge, it was confirmed that the school was responsible for the literacy of interviewees, however, their knowledge was not generated at school, but passed from generation to generation and enhanced according to their use. It can be argued that the contents learned at school were designed as language games, marked by formalism and abstraction, which aimed to teach the alphabet, reading, writing, decorating the multiplication table, and especially to study the Bible. Other knowledge presented by the subjects, as knowledge about the climate, vegetation, soil, sales strategies and techniques to explain and understand the complexity of situations that there was in country life can be seen as language games characterized by orality, proportional thinking and rough calculations, showing little resemblance between the family and school language games. Their knowledge is organized according to their needs and, to the extent that they represent a truth for the community in which the subjects are inserted, they are spread with the use of a factor that is still in the city nowadays: the German language. Even with the difficulties faced by the subjects during the Period of Nationalization campaign, imposed by the Estado Novo, when the German language was prohibited, power resistance points were created, making it persist in the city even today.