Os foregrounds de estudantes quilombolas e suas intenções em aprender matemática

Autor: DINIZ, Amanda Maria Rodrigues
Přispěvatelé: MONTEIRO, Carlos Eduardo Ferreira
Jazyk: portugalština
Rok vydání: 2019
Předmět:
Zdroj: Repositório Institucional da UFPE
Universidade Federal de Pernambuco (UFPE)
instacron:UFPE
Popis: Esta pesquisa teve como objetivo geral compreender, à luz da Educação Matemática Crítica (EMC), como estão relacionados os foregrounds de estudantes quilombolas com as suas intenções de aprender Matemática. Os objetivos específicos foram: identificar aspectos da dimensão externa e da dimensão subjetiva dos foregrounds dos estudantes do 9° ano do Ensino Fundamental de uma escola quilombola; identificar aspectos da dimensão externa e da dimensão subjetiva de estudantes quilombolas universitários egressos dessa mesma escola quilombola; analisar a relação estabelecida entre as dimensões externa e subjetiva dos estudantes e a aprendizagem de Matemática. Este estudo considerou, enquanto perspectiva teórica da EMC, desenvolvida por Ole Skovsmose, a qual aborda a questão do papel social da Matemática como sendo uma importante ferramenta na formação crítica dos estudantes. O recorte dado à EMC refere-se ao conceito de foregrounds dos estudantes, que têm relação com as oportunidades sociais, políticas, econômicas e culturais de cada indivíduo e suas perspectivas futuras em relação à aprendizagem. Os foregrounds possuem dimensões externas e subjetivas, sendo, a primeira, relacionada ao contexto em que o indivíduo está situado e vive em seu cotidiano, e a segunda está ligada a maneira de como cada um percebe essa realidade em que está inserido, de forma libertadora ou limitadora. O foreground do indivíduo pode se expandir e se moldar de forma positiva e tornar o sujeito firme em seus planejamentos, ou pode se tornar fragilizado e os seus sonhos podem ser aprisionados e limitar as perspectivas futuras. A pesquisa é um estudo qualitativo e foi realizada com estudantes quilombolas do 9º ano do Ensino Fundamental de uma escola da comunidade do Castainho, localizada no município de Garanhuns, e com estudantes universitários egressos dessa mesma escola, que cursavam o nível superior em uma instituição federal de ensino no mesmo município. O principal instrumento utilizado para a coleta dos dados foi à entrevista semiestruturada, tendo sido também realizados registros em fotografia. As transcrições das entrevistas semiestruturadas foram sistematizadas em protocolos os quais foram analisados mediante um processo elaboração de cinco categorias analíticas relacionadas às questões da identidade quilombola, das intenções dos estudantes em aprender Matemática, e das relações entre essas intenções e seus foregrounds. As análises dos resultados indicaram que os participantes atribuem importância à identidade quilombola para a afirmação de suas origens, estabelecendo relações entre a Matemática e as situações da vida cotidiana. Em geral, tanto os estudantes da escola da comunidade, como os estudantes universitários têm uma perspectiva positiva em relação aos seus planos futuros e veem na educação um mecanismo de mudança e melhoria de vida. Os dados de pesquisa motivaram também reflexões sobre a importância da Educação Matemática, na formação social de grupos que foram historicamente silenciados, tornando-se evidente a importância do ensino da Matemática que respeite as especificidades do povo quilombola. A escola desempenha importante papel na formação dos foregrounds, pelo fato de eles serem mutáveis, e não estáticos, portanto, ela pode favorecer para a formação de foregrounds positivos, e os conteúdos e conhecimentos de Matemática tem importante papel nesse processo. This study aimed to understand at the light of Critical Mathematics Education (CME) as are related the foregrounds of quilombola students to their intentions in learning mathematics. The specific objectives were related to identify students’ foregrounds aspects associated with external dimension and subjective dimension; to identify aspects of external and subjective dimensions of quilombola university students; to analyze the relation established between the external and subjective dimensions of the students and the learning of Mathematics. This study is based on contributions from the theorical perspective of Critical Mathematics Education developed by Ole Skovsmose, which addresses the social role of mathematics as an important tool in the critical education of students. We are particularly interested on the idea of students´ foregrounds, which relate to the social, political, economic, and cultural opportunities of each individual and their future perspectives on learning. The foregrounds have external and subjective dimensions, the first being related to the context in which the individual is situated and lives, and the second is linked to the way in which each one perceives his/her reality in which is inserted, in a liberating or limiting way. The individual's foreground can expand and shape positively and make the subject firm in his or her, it can become fragile and his dreams can be imprisoned and limit future perspectives. The study had a qualitative approach and was carried out with quilombola students of the 9th grade of elementary level from a school located at a community called Castainho, located in the municipality of Garanhuns. Another group of participants was comprised of university students who also attended Castinho quilombola school and during the data collection they were studying at a federal educational institution in the same municipality. The main instrument used for data collection was the semi-structured interview, and photos. The transcripts of semistructured interviews were systematized in protocols which were promote the elaboration of five analytical categories related to the issues of quilombola identity, students' intentions to learn Mathematics, and the relationships between these intentions and their foregrounds. The analyzes of results indicated that the participants attribute importance to the quilombola identity to affirm their origins, establishing relations between mathematics and daily life situations. Generally, both community school students and university students are positive in relation to their plans and they see schooling as a mechanism of change and improvement of life. The research data also motivated reflections on the importance of mathematics education in the social formation of groups that were historically silenced, making evident the importance of the contextualized teaching of Mathematics, which respects the specificities of the quilombola people. The school plays an important role in the formation of the foregrounds, because they are changeable and not static. Therefore, the school could provide a positive formation of foregrounds for students, and mathematics contents and knowledge seem to play an important role in this process. This study aimed to understand at the light of Critical Mathematics Education (CME) as are related the foregrounds of quilombola students to their intentions in learning mathematics. The specific objectives were related to identify students’ foregrounds aspects associated with external dimension and subjective dimension; to identify aspects of external and subjective dimensions of quilombola university students; to analyze the relation established between the external and subjective dimensions of the students and the learning of Mathematics. This study is based on contributions from the theorical perspective of Critical Mathematics Education developed by Ole Skovsmose, which addresses the social role of mathematics as an important tool in the critical education of students. We are particularly interested on the idea of students´ foregrounds, which relate to the social, political, economic, and cultural opportunities of each individual and their future perspectives on learning. The foregrounds have external and subjective dimensions, the first being related to the context in which the individual is situated and lives, and the second is linked to the way in which each one perceives his/her reality in which is inserted, in a liberating or limiting way. The individual's foreground can expand and shape positively and make the subject firm in his or her, it can become fragile and his dreams can be imprisoned and limit future perspectives. The study had a qualitative approach and was carried out with quilombola students of the 9th grade of elementary level from a school located at a community called Castainho, located in the municipality of Garanhuns. Another group of participants was comprised of university students who also attended Castinho quilombola school and during the data collection they were studying at a federal educational institution in the same municipality. The main instrument used for data collection was the semi-structured interview, and photos. The transcripts of semistructured interviews were ystematized in protocols which were promote the elaboration of five analytical categories related to the issues of quilombola identity, students' intentions to learn Mathematics, and the relationships between these intentions and their regrounds. The analyzes of results indicated that the participants attribute importance to the quilombola identity to affirm their origins, establishing relations between athematics and daily life situations. Generally, both community school students and university students are positive in relation to their plans and they see schooling as a mechanism of change and improvement of life. The research data also motivated reflections on the importance of mathematics education in the social formation of groups that were historically silenced, making evident the importance of the ontextualized teaching of Mathematics, which respects the specificities of the quilombola people. The school plays an important role in the formation of the foregrounds, because they are changeable and not static. Therefore, the school could provide a positive formation of foregrounds for students, and mathematics contents and knowledge seem to play an important role in this process.
Databáze: OpenAIRE
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