Sequência didática para o ensino de matemática: uma proposta pedagógica baseada na pedagogia dos multiletramentos

• Ano de defesa: 2024
• Autor(a) principal: Caneiro, Cíntia Dias de Mattos Toyoshima
• Orientador(a): Ferro, Jeferson
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Pedagogia dos multiletramentos; Ensino e aprendizagem de matemática; Formação docente; Tecnologia; Affordances
• Link de acesso: https://repositorio.uninter.com/handle/1/1695

This research, which is part the line of Teacher Education and New Technologies in Education strand of the Professional Master's Program in Education and New Technologies, is aimed at the practice of teaching mathematics, inspired by the Pedagogy of Multiliteracies. Basic education has been strongly influenced by the technological transformations of digital society, and this poses new challenges to the task of education citizens capable of following and anticipating developments in social life. Given this scenario, this work's main objective is to develop a didactic sequence model that serves as a parameter for the teaching of mathematics, incorporating principles of the Pedagogy of Multiliteracies. Specifically, we sought to: a) understand what is meant by the concept of ‘multiliteracies’, in the light of scholars in the area, and what its value is within the current teaching context; b) identify principles of multiliteracies pedagogy that can be useful for teaching mathematics, strengthening skills and abilities during student training; c) outline the scientific-methodological procedures used in this research; d) build a didactic sequence model for teaching mathematics, aimed at secondary education, supported by the Pedagogy of Multiliteracies. This is applied research, which starts from a literature review, with a qualitative approach, and which, in terms of objectives, is explanatory. The main theoretical background came from the work of the following authors: Aranda and Freire (2020); Broch (2010); Buzato (2006); Cazden (2021); Cope and Kalantzis (2013); Dudeney, Hockly e Pegrum (2016); D’Ambrósio (2004); Fernandes, Mühlen and Lenharo (2022); Kenski (2017); Pinto (2003); Pessoa (2014); Raimundo, Barela and Pontes (2022); Ribeiro (2014); Rojo and Moura (2019); Silva and Vieira (2017); Silva Filho and Rodrigues (2012); Soares (2002), Street (2010). The legal frameworks that govern education in our country were also fundamental. The final product of this work is a didactic sequence model for teaching mathematics. We believe that the use of the Pedagogy of Multiliteracies, in the context investigated, can promote an improvement in the results of mathematics teaching. We hope to contribute to literacy practices in the current and future educational context.