Gênero e matemática(s): jogos de verdade nas práticas de numeramento de alunas e alunos da educação de pessoas jovens e adultas

• Ano de defesa: 2008
• Autor(a) principal: Maria Celeste Reis Fernandes de Souza
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Matemática; Numeramento; Gênero; Discurso; EJA; Matemática Estudo e ensino; Educação; Educação de adultos
• Link de acesso: http://hdl.handle.net/1843/FAEC-85FNHS

This dissertation presents the results of a research that investigated the configurations of gender relations in the numeracy practices of female and male students of EJA (Young and Adult Education Program) who are male and female workers, with ages ranging from 18 to 78 years old, and belong to an association of collectors of recyclable materials. The material for this analysis was produced in workshops coordinated by the researcher, during classroom observations, and by registering events and interviews. Imprinting a gaze that originates itself within the field of gender studies which is aligned with a post-structuralist mode , this view brings the theoretical contributions of Michel Foucault which have been assumed here since this study operates through the concept of discourse, power, knowledge and subject as an analytical tool. Thus, this research shows how women and men constitute and mobilize the numeracy practices related to the discourses which permeate these very same practices, identified here as discoursive battles which constitute these practices and are constituted by their own movement. These battles involve the utterances which are described in this work of male supremacy in mathematics, of the hegemony of written mathematics over mathematical oral practices , of caring as part of womens nature and of the discourse of womens rights. A central argument in this work is that in the contemporaneous society prevails a discoursive production of reason as being mens product ingeniously articulated with the modes of signification of masculinity and femininity. Therefore, the relations of gender in the numeracy practices design female and male mathematical practices which are constitutive results or constitute the modes of being man and being women as truths. In the analysis of this discoursive production, tensions were found between the Cartesian reason and reasons of life; between the practices experienced in the domestic and work scope; between written and oral mathematics. These tensions permeate and let themselves be permeated by a naturalization of practices of numeracy produced as masculine or feminine, as these affirm themselves as true female and male practices, thus producing a female math and a male math, amongst lack, normalizations, distinctions and inequalities.