Conteúdos matemáticos do Ensino Médio: uma contribuição para o exercício da cidadania
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2014
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Os documentos que norteiam o Ensino Médio no Brasil, como a Lei de Diretrizes e Bases da Educação, Parâmetros Curriculares Nacionais e Orientações Curriculares, preconizam uma educação em que o estudante seja preparado para exercer seu papel de cidadão. Nesse sentido, esta pesquisa teve por objetivo, avaliar, por meio da aplicação de um Projeto Didático apoiado na leitura da realidade e na interação do aluno com o mundo, as possíveis relações entre as funções polinomiais de 1º Grau e o exercício da cidadania dos discentes do Ensino Médio Integrado. Apresentando os resultados de uma pesquisa de cunho qualitativo, no âmbito de uma pesquisa-ação, este trabalho é fruto de uma metodologia de ensino adotada em duas turmas dos Cursos de Edificações e de Eletromecânica de um Instituto Federal de Ensino, situado no município de Aracaju/SE. Participaram da pesquisa 76 alunos que, inicialmente, responderam a um questionário sociocultural, abrangendo questões abertas e fechadas, cuja finalidade consistiu em conhecer a realidade dos investigados. A etapa posterior envolveu o desenvolvimento do Projeto Didático orientado para atividades que articularam os conteúdos da Matemática com questões pertinentes à construção da cidadania. O conjunto dessas atividades foi avaliado, pelos participantes, de forma a verificar a expectativa dos alunos quanto ao uso dessa metodologia de estudo. Nos resultados da pesquisa, os alunos observaram que a aplicação, em sala de aula, dessas atividades, é viável por despertar a conscientização e o conhecimento sobre os assuntos enfocados.
Documents that guide high school in Brazil, such as the Law of Guidelines and Bases of Education, National Curriculum Parameters and Curriculum Guidelines recommend an education in which the student is prepared to play its role as a citizen. Thus, this study aimed to evaluate, through the application of a Didactic Project supported reading of reality and student interaction with the world, the possible relations between polynomial functions of 1st degree and citizenship of integrated high school students. Presenting the results of a qualitative research in the context of an action research, this work is the result of a teaching methodology adopted in two groups of courses Buildings and Electrotechnics a Federal Institute of Education, located in the municipality of Aracaju / SE. 76 students participated in the research that initially responded to a sociocultural questionnaire comprising open and closed questions, whose purpose was to know the reality of the investigation. The next stage involved the development of Didactic design oriented activities that articulated the contents of mathematics relevant to the construction of citizenship issues. All of these activities has been evaluated by the participants in order to verify the expectations of students regarding the use of this method of study. In the search results, students observed that the implementation in the classroom, these activities is viable by raising awareness and knowledge about the highlighted issues.
Documents that guide high school in Brazil, such as the Law of Guidelines and Bases of Education, National Curriculum Parameters and Curriculum Guidelines recommend an education in which the student is prepared to play its role as a citizen. Thus, this study aimed to evaluate, through the application of a Didactic Project supported reading of reality and student interaction with the world, the possible relations between polynomial functions of 1st degree and citizenship of integrated high school students. Presenting the results of a qualitative research in the context of an action research, this work is the result of a teaching methodology adopted in two groups of courses Buildings and Electrotechnics a Federal Institute of Education, located in the municipality of Aracaju / SE. 76 students participated in the research that initially responded to a sociocultural questionnaire comprising open and closed questions, whose purpose was to know the reality of the investigation. The next stage involved the development of Didactic design oriented activities that articulated the contents of mathematics relevant to the construction of citizenship issues. All of these activities has been evaluated by the participants in order to verify the expectations of students regarding the use of this method of study. In the search results, students observed that the implementation in the classroom, these activities is viable by raising awareness and knowledge about the highlighted issues.
Descrição
Orientação: Óscar Conceição de Sousa
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EDUCAÇÃO, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, ENSINO, PROJETOS EDUCATIVOS, CIDADANIA, MATEMÁTICA, FUNÇÕES MATEMÁTICAS, ESTUDOS DE CASO, BRASIL, ARACAJU, EDUCATION, BRAZIL, ARACAJU, TEACHING, EDUCATIONAL PROJECTS, CITIZENSHIP, MATHEMATICS, MATHEMATICAL FUNCTIONS, CASE STUDIES