Contextualização : possíveis relações entre o olhar de professores de matemática e os livros didáticos adotados

• Ano de defesa: 2013
• Autor(a) principal: Biserra, Aloisio João
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Contextualização no ensino da matemática; Concepções de professores; Concepções presentes em livros didáticos; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Contextualization in mathematics teaching; Conceptions of teachers; Conceptions presented in textbooks
• Link de acesso: http://ri.ufmt.br/handle/1/884

In this research we aim to answer the following problem: What is the possible relation between the conception of High School teachers about contextualization in the mathematic teaching and its treatment in the textbooks adopted. For this, the research was mainly based on the ideas presented by Skovsmose (2001; 2007), Abbagnano (2000); Freire (1981; 1983; 1989); Pais (2002); Morin (2000); Morais (1989); D’Ambrosio (1996); Demo (1994); Brandão (2006); Moraes (2008); Fonseca (1995), and still used the Parâmetros Curriculares Nacionais do Ensino Médio (PCNEM). To develop this research we used a qualitative approach of interpretative type based in Bogdan and Biklen (1994) and other authors. Data collection was done in two state schools of Cuiabá city that integrate the Observatório da Educação com Foco em Matemática e Iniciação as Ciências (OBEDUC)2 project. The choice of these schools was given by them meet the third year of High School and their teachers use the textbook in class. Data collection occurred through three questionnaires and interviews with two teachers who are research subjects, as well as analysis of the textbooks used by them. For the analysis of all the material collected were considered two categories: Traditional Teaching of Mathematics and Contextualized Teaching of Mathematics, becoming evident, after analysis, the teachers surveyed tend to Traditional Teaching, because they have a limited understanding about contextualization in Teaching Mathematics. Although teachers understand that the use of contextualization should valorize the student's reality in their social and cultural issues, their expectations of working it limited to manipulable material that do part of the daily lives of their students, but does not include the critical eye for manipulation and social and cultural discussion of these materials. Already the analyzed textbooks tend to a conception of Contextualized Teaching of Mathematics, providing resources for teachers to promote dialogue among students to build critical knowledge. Regarding to the developed work by teachers using the textbook we note a distance in the using of contextualization resource, given that the activities and themes that allow an approximation of the resource are left aside by teachers, viewed as difficult to work with students. It is evident in our study that the subjects did not use the teacher's manual provided by the textbook, and even then, the textbook is the main orientation in the teaching process.