A modelagem matemática e a prevenção do bullying: caminhos para o desenvolvimento sociomoral no espaço escolar em perspectiva interdisciplinar

• Ano de defesa: 2021
• Autor(a) principal: Lima, Larissa Borges de Souza
• Orientador(a): Luna, Ana Virginia de Almeida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Mestrado Acadêmico em Educação
• Departamento: DEPARTAMENTO DE EDUCAÇÃO
• País: Brasil
• Palavras-chave em Português: Modelagem Matemática; Produção de textos; Formação e-learning
• Palavras-chave em Inglês: Bullying; Mathematical Modeling; Text production; E-learning training
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO; FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL; CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://tede2.uefs.br:8080/handle/tede/1518

The aim of our research is to analyze how the texts on mathematical modeling were recognized and carried out, focusing on bullying and sociomoral development in a collaborative e-learning space, supported by basic education mathematics teachers. The study was developed based on data from the inter-institutional, financial research project by CNPq, Mathematical modeling in basic education: effects of problematic teaching, involving 47 mathematics teachers from different public schools in the state of Bahia about the cities: Vitória da Conquista, Amargosa and Feira de Santana - that might have some kind of interest in participating in a collaborative training in modeling. According to the documentary analysis of the collected data and various e-learning environments, such as Google Meet, Classroom, Lives, categories of analysis were developed, in a qualitative approach, through the sociological model of the description language proposed by Basil Bernstein. Some theoretical elements allowed us to dialogue about bullying, as a complex phenomenon, and about the articulation of this interdisciplinary theme through mathematical modeling, seeking to identify a formative process that can favor a reflection on bullying and a learning environment that focuses on itself. The existing results show us the existence of different dimensions involved, in an e-learning formative environment, from selection and organization, management, internal recontextualization and, legitimation, of the texts, so that teachers could produce legitimate texts about bullying and modeling to its implication - the way in which there was involvement with the reality installed in its institutions, engage themselves toward to proposal of implementing anti-bullying actions in school documents based on the planned modeling activities.