A constituição do conhecimento matemático em um curso de Matemática à distância

• Ano de defesa: 2017
• Autor(a) principal: Barbariz, Taís Alves Moreira [UNESP]
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Educação Matemática; Conhecimento matemático; Fenomenologia; Educação à distância; Geometria; Hans Freudenthal; Mathematics education; Mathematical knowledge; Phenomenology; Distance education; Geometry
• Link de acesso: http://hdl.handle.net/11449/150212

This research aims to understand the constitution of mathematical knowledge, focusing on the experience lived in the Distance Education life-world. The studies unfolding pursues the question which is the aim of the investigation: How is mathematical knowledge constituted when one is close to Mathematics, the computer and co-subjects? The researcher assumes, for this, the philosophical-phenomenological position, understanding that Phenomenology aims to go-to-things-themselves, without deducing consequences of theoretical presuppositions. The researcher thus focuses her analysis on her living experiences in which it is making sense to her. For the constitution of data, a Geometry distance learning course was projected, inspired in two chapters of two Hans Freudenthal works that deals with this branch of Mathematics. The investigation procedures took two distinct moments as data, which was constituted specifically for this purpose. The first moment occurred in the temporality of the preparation of the course, when the constituted data had the researcher, the investigations subject, own records as its soil. She has attentively sought of her perceptions in the movement to describe this as it shows in her remembrance flow. The second moment selected for analysis and interpretation consisted of one of the dialogues, highlighted among all occurred during the realization of the course. This dialogue showed itself exemplary because it presented different ways of participating in the course activities, such as the presentation of authors other than those indicated in the course, dialoguing and helping in understanding some matters discussed, and also to bring other students into the dialogue movement in which one comments the speech of the other, ratifying it or bringing it in his/her own reflection. All records, from the first and second moments, were interpreted as a single movement, in the light of the interrogation which drives this research. This interpretation was followed by the meta-interpretation movement, where the researcher seeks to transcend the understandings constituted through the research. The researcher further understood that it encompasses the search for sense that what is in constitution makes for the subject who inquires what it tells her. In explaining how mathematical knowledge is constituted, being close to co-subjects, in the reality of cyberspace, the researcher realized that she understood that her research takes place in a direction that deepens understandings about the ways in which knowledge production takes place by humans with media.