A educação matemática na revista Nova Escola

• Ano de defesa: 2008
• Autor(a) principal: Evangelista, Enio Muniz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Educação para a Ciência e o Ensino de Matemática; UEM; Maringá, PR; Centro de Ciências Exatas
• Palavras-chave em Português: Educação matemática; Revista Nova Escola; Divulgação científico-pedagógica; Matemática; Discurso jornalístico; Análise de discurso; Argumentação; Brasil.; Mathematical Education; Nova Escola magazine scientific and pedagogical; Publishing; Argumentation; Brazil.; Ciências Exatas e da Terra
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4384

Nova Escola, a pedagogical publication with wide circulation in Brazilian schools, is probably the educational magazine which reaches most teachers. Since certain published texts deal specifically with the teaching and the learning of Mathematics, current essay investigates what type of mathematical education underlies these articles and what type of arguments is used so that primary and secondary school teachers participate in such ideology. Selected texts have been published between 2004 and 2006. Bakhtin's discursive genre, and the writings of Zanchetta Junior (2004) dealing with the press, Ponte (2005) dealing with journalistic discourse, and Breton (2003) dealing with the argument in communication, have been employed for the texts' interpretative analysis. Results show that the magazine tries to convince teachers to share the following views: 1) since Mathematics is a difficult subject, the use of games in the classroom is recommended to make it easier; 2) it is enough to undertake the practices suggested in the review's articles for the successful teaching of Mathematics. However, the suggestion on the use of games in the classroom reveals reductionist views of Mathematical Education and of the game concept. Moreover, the approach to Mathematics in the texts is limited to an empirical dimension which sometimes does not lead towards a proper formation of concepts. Texts show a certain concern in suggesting practices or "ways to do them" without a concomitant concern in discussing or at least suggesting the theories underlying the choice for such "ways" or which conceptions will allow us to think about day-to-day themes, reality and the idea of contextualizing itself. Analysis of texts show that arguments used to convince the readers to comply with the opinions forwarded on Mathematics and its teaching are basically two: the authority argument and the argument by examples. With regard to the articles' title and illustrations, they are a strategy to allure the reader to accept the practices proposed as capable of producing the students' learning. We hope that current research has been able to reveal what Nova Escola suggests for Mathematic Education and the limitations of its perspective, as well as to contribute for teachers not naturalizing the recommended practices in an ingenuous and non-critical manner.