Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Almeida, Kêite Ferreira de
 |
| Orientador(a): |
Souza, Roberto Barcelos
|
| Banca de defesa: |
Souza, Roberto Barcelos,
Pimenta, Adelino Candido,
Machado, Vânia Lucia |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
|
| Programa de Pós-Graduação: |
Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)
|
| Departamento: |
Pró-Reitoria de Pós-graduação (PRPG)
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/11012
|
Resumo: |
Dissertation linked to research strand Teaching and Learning of Sciences and Mathematics of the Education, Sciences and Mathematics Graduate Program at Goiás Federal University. This is a knowledge status quo research and its object relies on theses and dissertations that tackle Ethnomathematics in the Youth and Adult Education (EJA), published between 1996 and 2018. Our analysis corpus was constituted of 30 works (24 theses and 6 dissertations). Therefore, this research was carried out taking into account the following questions: a) Institutionalized as a Basic Education mode after the Law 9.394/96, from this benchmark on, what are the aspects that trigger intellectual interest from a group to produce knowledge concerning the teaching of Mathematics in EJA from the ethnomathematical perspective? b) Considering the problem, theme focus, objectives, methodological aspects and distribution (space-time) as scientific activity features, what are the stylistics traits that characterize dissertations and thesis on the teaching of Mathematics in EJA from the ethnomathematical perspective? c) Understood as structural elements of “Ethnomathematics in EJA”, what are the EJA assumptions, target audience and Ethnomathematics are conveyed by the scientific production that was analyzed? We believe that it is necessary to have more understanding regarding what has been created by a group of Mathematical Education researchers when it comes to teaching demands in the EJA setting. We see that the dissertations and theses on the topic “Ethnomathematics in EJA” indicate possibilities to grasp such demands, as well as possible Ethnomathematics-based contributions. The content analysis was based on the Ludwik Fleck´s framework (1986), specifically on the following analytical categories “thought styles”, “thought collective” and “inter and intra-circulation of ideas”. Our findings show that there is an asymmetrical geographical distribution; research trend in the learner-led theme focus; lack of explanation regarding philosophical references on which the methodological aspects are based; expansion of Thought Style in Mathematical Education (EPEM), since it gathers active elements of thought related to Ethnomathematics and teaching of Mathematics in EJA. |
