Avaliação externa e desempenho escolar : o papel da etnomatemática no desenvolvimento curricular da disciplina matemática
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2016
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A Matemática nasceu das necessidades diárias da humanidade. Seu processo de construção teve início a partir do uso de raciocínios simples, artifícios de cálculos e práticas desenvolvidas para resolver problemas cotidianos, que foram se aperfeiçoando, até chegarem às formas mais sofisticadas de conhecimento existentes hoje no universo acadêmico. Entretanto, para D’Ambrósio (1998), a supervalorização de algumas culturas e a teorização do conhecimento matemático acabou distanciando a matemática acadêmica da prática cotidiana e tornando-a uma disciplina descontextualizada da realidade para muitos estudantes. Ele destaca ainda que o uso da etnomatemática em sala de aula pode ser uma ferramenta poderosa de contextualização do currículo de matemática. Para Apple (1991) o currículo deve incorporar também elementos tecnológicos que vão se aperfeiçoando e mudando a relação das pessoas com as formas de produção, socialização e uso do conhecimento. No caso do ensino médio esta necessidade torna-se ainda mais evidente, como afirma Sacristán (1998), ao lembrar que uma das missões que a educação pública deve exercer é a de proporcionar aos jovens opções de escolha em relação ao futuro. Para Tardif (2002) o professor tem papel fundamental na consolidação deste processo, pois, de acordo com Smole (2010), das mãos do professor nasce a vivência do currículo escolar e este não ser visto apenas como uma grade de disciplinas ou como um conjunto de expectativas de aprendizagem. De acordo com os estudados de Horta Neto (2010) a qualidade do ensino está associada também a um bom processo de avaliação externa que seja significativo para os estudantes, pois mesmo diante do caráter dominante e da tentativa do Estado em controlar os processos, ele é fundamental para avaliar as políticas educacionais implantadas pelos sistemas públicos de ensino. Diante do exposto, a presente dissertação apresentada para obtenção do Grau de Mestre no Curso de Ciências da Educação, conferido pela Escola Superior de educação Almeida Garrett, traz um Estudo Múltiplo de Casos. Ele foi realizado por meio do levantamento de dados e aplicado sobre os moldes da abordagem Qualiquanti do problema, tendo como base a análise dos impactos provocados pelo uso e pelo não uso da etnomatemática como instrumento de contextualização dos conhecimentos matemáticos no ensino desta ciência. Acreditamos que este trabalho possa contribuir com a melhoria da qualidade do ensino público e ajudar a desenvolver novas formas de aplicação, vivência e construção do currículo de matemática, através de reflexões sobre o uso e o não uso dos conhecimentos etnomatemáticos característicos de cada região onde a escola se encontra inserida.
Mathematics was born from the daily needs of humanity. Its construction process started from the use of simple reasoning, calculation strategies and practices developed to solve everyday problems. These processes haveimproved until they could reach the most sophisticated forms of knowledge existing today in the academic world. However, to D’Ambrosio (1998), the overvaluation of some cultures and the theorizing of mathematical knowledge started to move the academic mathematics away regardingthe everyday practice, making it a discipline decontextualized of reality for many students. He also stresses that the use of Ethnomathematics in classrooms can be a powerful tool for the contextualization of the mathematics curriculum. For Apple (1991), the curriculum should also incorporate technological elements that would improve and change the relations of people with the forms of production, socialization and use of knowledge. In the case of high schools, this need becomes even more evident, as stated Sacristán (1998), recalling that one of the tasks that public education should exercise is to giveyoung peopleoptions available for the future. To Tardif (2002), a teacher plays a key role in the consolidation of this process. According to Smole (2010), from the hands of a teacher comes the experience of the school curriculum thatcannot be seen only as a list of courses or as a set of learning expectations. HortaNeto’s study (2010) demonstrated that the quality of teaching is also associated with a good external evaluation process that is meaningful for students, because even before the dominant character and the attempt of the State to control the processes, it is essential to assess the educational policies implemented by public school systems. Given the above, this dissertation presented to obtain the Master Degree in Education Sciences awarded by Almeida Garrett Upper Education School offers a Multiple Case Study, conducted through data collection and applied according to theQualiquanti approach of the problem. As a support, there was the analysis of the impacts caused by the use or non-use of Ethnomathematics as a contextualization instrument of mathematical knowledge in the teaching of science. Ihope this work could contribute to improve the quality of public education, helping to develop new forms of application, experience and construction of the mathematics curriculum through reflections on the use and nonuse of the Ethnomathematics knowledge specific for each region where the school is inserted.
Mathematics was born from the daily needs of humanity. Its construction process started from the use of simple reasoning, calculation strategies and practices developed to solve everyday problems. These processes haveimproved until they could reach the most sophisticated forms of knowledge existing today in the academic world. However, to D’Ambrosio (1998), the overvaluation of some cultures and the theorizing of mathematical knowledge started to move the academic mathematics away regardingthe everyday practice, making it a discipline decontextualized of reality for many students. He also stresses that the use of Ethnomathematics in classrooms can be a powerful tool for the contextualization of the mathematics curriculum. For Apple (1991), the curriculum should also incorporate technological elements that would improve and change the relations of people with the forms of production, socialization and use of knowledge. In the case of high schools, this need becomes even more evident, as stated Sacristán (1998), recalling that one of the tasks that public education should exercise is to giveyoung peopleoptions available for the future. To Tardif (2002), a teacher plays a key role in the consolidation of this process. According to Smole (2010), from the hands of a teacher comes the experience of the school curriculum thatcannot be seen only as a list of courses or as a set of learning expectations. HortaNeto’s study (2010) demonstrated that the quality of teaching is also associated with a good external evaluation process that is meaningful for students, because even before the dominant character and the attempt of the State to control the processes, it is essential to assess the educational policies implemented by public school systems. Given the above, this dissertation presented to obtain the Master Degree in Education Sciences awarded by Almeida Garrett Upper Education School offers a Multiple Case Study, conducted through data collection and applied according to theQualiquanti approach of the problem. As a support, there was the analysis of the impacts caused by the use or non-use of Ethnomathematics as a contextualization instrument of mathematical knowledge in the teaching of science. Ihope this work could contribute to improve the quality of public education, helping to develop new forms of application, experience and construction of the mathematics curriculum through reflections on the use and nonuse of the Ethnomathematics knowledge specific for each region where the school is inserted.
Descrição
Orientação: Maria Eduarda Margarido Pires ; co-orientação: Maria das
Graças Andrade Ataíde de Almeida
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM ADMINISTRAÇÃO ESCOLAR, EDUCAÇÃO, ETNOMATEMÁTICA, CURRÍCULOS ESCOLARES, MATEMÁTICA, DESEMPENHO ESCOLAR, AVALIAÇÃO DA EDUCAÇÃO, ESTUDOS DE CASO, BRASIL, EDUCATION, SCHOOL CURRICULA, MATHEMATICS, SCHOOL PERFORMANCE, EDUCATIONAL ASSESSMENT, CASE STUDIES, BRAZIL