Perspectivas de consolidação da educação matemática como campo de pesquisa no Programa de Pós-Graduação em Educação da UFMG

• Ano de defesa: 2010
• Autor(a) principal: Flavia Aparecida Britto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Campo científico; Educação matemática; Disciplinarização; Eixos temáticos; Educação; Matematica Estudo e ensino
• Link de acesso: http://hdl.handle.net/1843/BUDB-8CBRTS

The objective of this research is to shed light on the prospects for the consolidation of Mathematics Education as a research field in the Graduate Program in Education at UFMG - PPGE-UFMG. Having as starting point Pierre Bourdieu's considerations on the scientific field and Antonio Miguel's ideas about the process of consolidation of social practice in Mathematics Education, we sought to investigate how the field research was carried out within the program, for the period 1971-2007, and to identify possible tunings between theme trends outlined by this research and those more widely found in Brazil. The methodological procedures performed were the reading and analysis of documents related to academic administration of PPGE-UFMG, such as minutes of meetings of the Board and invitations to selection processes, an interview with the teacher and advisor to the theme "Mathematics Education" program, Maria Manuela David, a questionnaire applied to two students who have not completed research attempts in Mathematics Education in PPGE-UFMG; full reading of the 35 dissertations and 7 theses in the program between 1971 and 2007, reading of dissertation and thesis summaries written during this period in three major Brazilian institutions that develop research in Mathematics Education: Universidade Estadual Paulista Júlio de Mesquita Filho (UNESP-Rio Claro), Pontifícia Universidade Católica de São Paulo (PUC-SP) and Universidade Estadual de Campinas (UNICAMP). After the proposition of a possible distribution of the work investigated in themes, a considerable similarity between the key issues targeted by theses and dissertations in Mathematics Education from PPGE-UFMG and those investigated in the three institutions was noticed. Furthermore, we identified a set of initiatives (intentional or not) undertaken in favor of the process of disciplining of the social practice in Mathematics Education under the PPGE-UFMG according to Antonio Miguel's proposal. We conclude that such initiatives have contributed to the supporting, strengthening and the continuance of this social practice in the program.