Re(a)presentações em discurso : significações docentes sobre a matemática escolar

• Ano de defesa: 2011
• Autor(a) principal: Oliveira, Guilherme Adorno de
• 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 a Matemática; UEM; Maringá, PR; Centro de Ciências Exatas
• Palavras-chave em Português: Matemática escolar; Discurso; Representações sociais; Docentes; Professores de matemática; Brasil.; Discourse; Social representations; School mathematics; Mathematics teachers; Brazil.; Ciências Exatas e da Terra; Matemática
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4489

School mathematics produces senses and representations in the social order in a field of knowledge known to be stable and true. The researches in mathematical education have already shown new im-possibilities for the subject, although, at the same time, noting the stabilization of meanings also by the faculty. Through the theoretical-methodological construct, in between the theory of Social Representations and materialistic Discourse Analysis, taking as a starting point the nuisance of how and what social representations are sustained, producing meaning effects on school mathematics, in the discourse of teachers who teach it. The goal is to analyze this discourse, in order to work on social representations, such as structure and process, in such discursively, and the resulting meanings effects. The analysis material is composed by 97 questionnaires, answered by Math teachers from Maringá, through electronic media, and, from the statistic exam of these questionnaires, four subjects are chosen for the interviews, in order to explore issues not previously raised. Through the thematic path of the meanings of the mathematical knowledge and having as north the discursive question From the place of enunciation of a math teacher (legitimate place/recognized as such in society) that meanings are (possible to be) listed on the school mathematics, in support of a social representation of it, considering the way these subjects are or are not affected institutionally gets to three thematic regularities: school mathematics 1) is present in everyday life, 2) leads to logical reasoning, 3) is essential for being a citizen. Each of the regularities is analyzed, between description and interpretation, the formation of discursive memory of the capitalism subject-form, limiting the movements of the senses. Anchored in the organization of the contemporary world, by law and rule, the meanings of the teachers over the school mathematics reiterate the transparency effect of the discipline as the indispensable knowledge for all, to the subject-of-right.