Made available in DSpace on 2016-04-27T17:12:53Z (GMT). No. of bitstreams: 1 dissertacao_ligia_maria_stefanelli.pdf: 1351091 bytes, checksum: 9c02e5fcbe4bfe1df52b27679dae715c (MD5) Previous issue date: 2005-10-24 / Made available in DSpace on 2016-08-25T17:25:42Z (GMT). No. of bitstreams: 2 dissertacao_ligia_maria_stefanelli.pdf.jpg: 5306 bytes, checksum: 603133b565de659c8aab27e8fd0457bd (MD5) dissertacao_ligia_maria_stefanelli.pdf: 1351091 bytes, checksum: 9c02e5fcbe4bfe1df52b27679dae715c (MD5) Previous issue date: 2005-10-24 / The aim of this paper is to use the Ethnomathematics Program to develop a study and analysis of the work of a Brazilian crafstsperson. I intend to use the program in order to understand the mathematical skills involved in her works, as well as the way such skills were transmitted. Mrs. Marinalva Bezerra da Silva, an inhabitant of the Muquém community, a remnant of the Quilombo of Palmares (hiding place for runaway slaves) in Alagoas/Brazil and birthplace of Zumbi, produces ceramic kitchenware using her hands in a continuous movement, without a spinning wheel. For 50 years she has worked and shaped the clay from the Mundaú river, near her backyard, in order to provide for her family. The present paper started as follows: (i) my contact with African art through the article by Donald W. Crowe The Geometry of African Art II: A catalog of Benin Patterns in the História Matemática 2 magazine, 1975; (ii) the lack of information in master degree research on Mathematical Education about the culture and mathematical concepts of the remnants of the Quilombos in Brazil; (iii) and, finally, my own interest in Ethnomathematics. The research consists of two different parts. The first one is that of field research involving talks with Mrs. Marinalva. The second one comprises a systematic research in the areas of History, History of Mathematics, Anthropology of Quilombo of Palmares and Etnomathematics. My intention is to record and praise the know-how of a local culture / O objetivo deste trabalho é desenvolver um estudo e análise através do Programa Etnomatemática sobre a obra de uma artesã brasileira. Por meio desse programa pretendo compreender o conhecimento matemático envolvido em seu trabalho e também a maneira como esse conhecimento lhe foi transmitido. Dona Marinalva Bezerra da Silva, integrante da comunidade Muquém, remanescente do Quilombo dos Palmares em Alagoas, berço de Zumbi, produz cerâmica utilitária num movimento contínuo e sem torno. Há 50 anos ela tira de suas próprias mãos o sustento de sua família com o barro extraído das imediações do rio Mundaú, próximo de seu quintal. O presente trabalho teve como ponto de partida: (i) o meu contato com a arte africana quando li pela primeira vez o artigo de Donald W. Crowe The Geometry of African Art II: A catalog of Benin Patterns , da revista Historia Mathematica 2, 1975; (ii) a ausência de informação e divulgação em trabalhos de mestrado em Educação Matemática da cultura e dos conceitos matemáticos dos remanescentes de Quilombos no Brasil, e (iii) o meu interesse pela etnomatemática. A pesquisa compreendeu dois momentos: o primeiro como pesquisa exploratória de campo junto à D. Marinalva e o segundo como uma pesquisa sistemática no campo da História, da História da Matemática, da Cultura Antropológica do Quilombo dos Palmares e da Etnomatemática. A minha intenção é registrar e valorizar o saber- fazer de uma cultura local

Submitted by Kenia Bernini (kenia.bernini@ufpel.edu.br) on 2018-02-28T19:49:54Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Gerson_Scherdien_Altenburg_Dissertação.pdf: 9470185 bytes, checksum: 47d0e9617caa9b547866a91eddc62893 (MD5) Gerson_Scherdien_Altenburg_Produto.pdf: 1057013 bytes, checksum: a572d81fe8feed36a78a4871d602fa8e (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2018-03-05T21:11:11Z (GMT) No. of bitstreams: 3 Gerson_Scherdien_Altenburg_Dissertação.pdf: 9470185 bytes, checksum: 47d0e9617caa9b547866a91eddc62893 (MD5) Gerson_Scherdien_Altenburg_Produto.pdf: 1057013 bytes, checksum: a572d81fe8feed36a78a4871d602fa8e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2018-03-05T21:11:22Z (GMT) No. of bitstreams: 3 Gerson_Scherdien_Altenburg_Dissertação.pdf: 9470185 bytes, checksum: 47d0e9617caa9b547866a91eddc62893 (MD5) Gerson_Scherdien_Altenburg_Produto.pdf: 1057013 bytes, checksum: a572d81fe8feed36a78a4871d602fa8e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-03-05T21:11:31Z (GMT). No. of bitstreams: 3 Gerson_Scherdien_Altenburg_Dissertação.pdf: 9470185 bytes, checksum: 47d0e9617caa9b547866a91eddc62893 (MD5) Gerson_Scherdien_Altenburg_Produto.pdf: 1057013 bytes, checksum: a572d81fe8feed36a78a4871d602fa8e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-10-31 / Sem bolsa / Esta dissertação é o resultado dos estudos realizados no Mestrado Profissional no Ensino de Ciências e Matemática, da Universidade Federal de Pelotas, baseada em uma necessidade de contextualizar a Geometria envolvendo a cultura pomerana. Sendo relevante por ser uma pesquisa qualitativa e estar atrelada à investigação de conhecimentos geométricos e algébricos, na arquitetura, predominantemente rural, do município de São Lourenço do Sul. Este estudo relaciona o contexto social, que faz uso da Etnomatemática descrita por D’Ambrosio (2013), sendo a linha norteadora deste trabalho, na visão cultural do conhecimento geométrico, baseado nos detalhes das casas típicas pomeranas da região onde a pesquisa foi realizada. Como forma de materializar o estudo, os alunos realizaram uma coleta de fotografias dessas construções, a fim de analisar as formas geométricas presentes nas mesmas. Para a realização da pesquisa foi utilizado o software GeoGebra, como recurso tecnológico auxiliar, onde se concretizou o estudo com as projeções similares das arquiteturas, indo ao encontro da matemática, por meio da elaboração de cálculos de áreas e perímetros.O principal objetivo desse estudo é o resgate da cultura pomerana por meio da valorização dos traços presentes na arquitetura das construções, cujos detalhes contemplam as formas geométricas, que podem se constituir agentes de promoção do ensino da Geometria, com a utilização dos recursos do computador, por meio do software GeoGebra. Nesse sentido, a escolha do programa Etnomatemática foi uma opção teórica importante, para o trabalho com um processo de ensino e aprendizagem culturalmente contextualizado. Refletindo sobre estes pressupostos, o desenvolvimento desta pesquisa procura retratar uma atividade diferenciada na abordagem do conteúdo de Geometria Plana, para a identificação e cálculos de figuras geométricas (quadrado, triângulo, retângulo, losango, paralelogramo, trapézio, etc.).Com base nos resultados obtidos nesse estudo, que estimulou os alunos a levarem para toda a vida outra forma de integrar a matemática a sua realidade, resgatando o passado e vivenciando a cultura de uma maneira diferenciada / This dissertation is the result of the studies carried out in the master 's program. It is the result of the course of the Master' s Degree in Science and Mathematics Teaching at the Federal University of Pelotas, based on a necessity of contextualize Geometry, involving Pomeranian culture. It is relevant because it is a qualitative research and is linked to the investigation of algebraic geometric knowledge in the predominantly rural architecture of the city of São Lourenço do Sul. This study is related to the social context that comes to make use of the ethnomathematics described by D'Ambrosio (2013), being the guiding line of this work, in the cultural view of geometric knowledge, It is based on the details of the typical Pomeranian houses of the region Where the research was carried out. As a way of materializing the study, the students performed a collection of photographs of these constructions, in order to analyze the geometric forms present in them, as well as to make calculations of areas and perimeters. The GeoGebra software was used as an auxiliary technological resource , to carry out the research, where the study was carried out with the similar projections of the architectures, after that ,with mathematics help, where the calculations were made.The main objective of this study is the rescue of the Pomeranian culture by means of the valorization of Pomeranians traces present in the architecture of the constructions, whose details contemplate the geometric forms, that can constitute agents of promotion of the Geometry teaching, with the use of the computer resources, through GeoGebra software. In this sense, the choice of the Ethnomathematics program was an important theoretical choice for working with a process and culturally contextualized teaching and learning. In order to identify and calculate geometric figures (square, triangle, rectangle, rhombus, parallelogram, trapezoid, etc.), the development of this research is intended to portray a differentiated activity in the approach to the content of flat geometry.I believed that this work proposed a stimulated study for the students, and carry throughout their lives another way of integrating mathematics into their reality, rescuing the past and still experiencing culture in a differented way

African American students' severe underachievement in mathematics in comparison to their peers has been framed as an achievement gap that continues to widen despite the efforts of many education scholars and leaders. Throughout history in the United States, mathematics education has been designed, developed, and delivered within a Eurocentric philosophy. Consequently, African American students have been at a systemic disadvantage in terms of perceiving the cultural relevance of mathematics; which has served as a detriment to their academic success. By merging ethnomathematics and culturally relevant pedagogy (CRP) into a theoretical framework, this study investigates these issues and proposes a shift in mathematics education toward a more culturally aware approach. In this study, it is argued that implementing a multicultural education approach such as ethnomathematics into the mathematics curriculum coupled with employing culturally relevant pedagogical practices will increase relevance in the mathematics education for African American students. The purpose of this study was to gain African American high school students’ perception of mathematics, as well as their cultural awareness and its relation to mathematics education. To gain students’ perceptions about mathematics education from a cultural respect, 375 students in grades 9-12 completed three online surveys which were (1) a four-item demographic questionnaire (age, gender, grade, ethnicity), (2) the 40-item Attitude Towards Mathematics Inventory (ATMI), and (3) the 12-item Students Perception about Cultural Awareness (SPCA) survey. This study incorporated a quantitative, correlational research design. To address research questions one and two, Pearson correlations were conducted to examine the associations between the variables of interest which were (1) Value, (2) Enjoyment, (3) Sense of Security, (4) Motivation, and (5) Cultural Awareness. Variables (1), (2), (3), (4) were derived from the ATMI survey through factor analysis while variable (5) was constructed from the SPCA survey. To address research question three, a MANOVA was conducted to assess for differences in attitudes toward mathematics and perceptions of cultural awareness by ethnicity. For research questions one and two, it was found that there was a statistically significant correlation between the variables of interest. For research question three, it was found that there was not a statistically significant difference in the variables of interest by ethnicity. In further analysis of the data, it was found that many African American students have a substandard attitude of value, enjoyment, sense of security, and motivation toward mathematics. Nonetheless, these students had a high sense of cultural awareness and cultural pride. Generally, the students felt that the incorporation of culture into mathematics would assist in raising their achievement to some degree. This study highlights recommendations to educational leaders to learn about the culture of their students, allow that data to inform policy decisions, and lead a shift to the approach of mathematics education toward the theories of ethnomathematics and CRP.

Thesis (M. Ed.), Memorial University of Newfoundland, 1998. / Includes bibliographical references.

Submitted by DIEGO DE MATOS GONDIM null (gondiminit@hotmail.com) on 2018-01-19T20:40:54Z No. of bitstreams: 1 Ribeiras de Vales.pdf: 119810702 bytes, checksum: fee3ec259ae65be5d7e9e5320e579094 (MD5) / Rejected by Ana Paula Santulo Custódio de Medeiros null (asantulo@rc.unesp.br), reason: Conforme seu e-mail, estou rejeitando para que você possa submeter a versão com maior qualidade. on 2018-01-23T12:37:26Z (GMT) / Submitted by DIEGO DE MATOS GONDIM null (gondiminit@hotmail.com) on 2018-01-23T17:20:40Z No. of bitstreams: 1 Ribeiras de Vales.pdf: 124229445 bytes, checksum: 7a01adde38b37194de7a3e9db2b686cb (MD5) / Approved for entry into archive by Ana Paula Santulo Custódio de Medeiros null (asantulo@rc.unesp.br) on 2018-01-24T10:15:44Z (GMT) No. of bitstreams: 1 gondim_dm_me_rcla.pdf: 123412105 bytes, checksum: 8134379246e11d3d992d5397b8785dd9 (MD5) / Made available in DSpace on 2018-01-24T10:15:44Z (GMT). No. of bitstreams: 1 gondim_dm_me_rcla.pdf: 123412105 bytes, checksum: 8134379246e11d3d992d5397b8785dd9 (MD5) Previous issue date: 2018-01-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este resumo quer fazer-se uma entrada vertiginosa no acaso de um espaço com experimentações de uma comunidade quilombola. Com fotografias e borrões e traços e…, produz-se uma escrita roubada e que rouba - corrompendo as binariedades epistemológicas fazendo-se uma multiplicidade n-1. Grafias de um acaso e uma eventualidade - um transbordamento de gesto-grafias e geneografias e geo-grafias e topografias - ovos-do-tempo e ovos-do-espaço. Entrar em cantos e encantos… esquinar cantos afirmando uma potência de vidas marginais; com mapas e categorias e gestos e gentes - uma pEsquiza afirmando uma multiplicidade de trajetórias dissidentes, uma coetaneidade de afetos que criam passagens com corpo. Agenciando-se com câmeras e mar e rios e ostra e mangue e marés e escola e quilombo e conversas e fotografias - um aprender com um acaso e com uma eventualidade do espaço; do lugar como aqui e agora. Um pensar com corpo como um pensar com espaço; um saber-com-corpo como um saber-com-espaço. Inventar com acasos vertiginosos uma apalpagrafia - uma expressão de espaço-tempo “di menor”, “por baixo” - expressão vespa e expressão cão e expressão flor e expressão sapo e expressão prática. Um espaço-tempo-lugar coetâneo às práticas que “aqui e agora” funcionam. / This abstract wants to make a vertiginous entrance in the chance of a space with experiments of a quilombola comunity. With photographs and smudges and traces and ..., a stolen and stealing script is produced - corrupting the epistemological binarities by becoming an n-1 multiplicity. Spellings of chance and an eventuality - an overflow of gestures-spellings and geneographies and geographies and topographies-eggs of the time and eggs of the space. Entering songs and charms ... cornering songs affirming a power of marginal lives; with maps and categories and gestures and people - a plot stating a multiplicity of dissident trajectories, a coetaneity of affections that create passages with body. Agenciando with cameras and sea and rivers and oyster and mangrove and tides and school and quilombo and conversations and photographs - one to learn with a chance and with an eventuality of the space; of the place as here and now. A thinking with body as a thinking with space; a knowing-with-body as a knowing-with-space. Invent with vertiginous chance an "apalpagrafia" - an expression of space-time "di menor", "beneath" - expression wasp and expression dog and flower expression and expression frog and practical expression. A space-time-place contemporary with the practices that "here and now" work. to chance of a becoming menor", practices that "here and now" work.

Submitted by JORGE ISIDRO ORJUELA BERNAL (jorgelicmat@gmail.com) on 2018-06-08T14:47:49Z No. of bitstreams: 1 Indígenas, Cosmovisão e Ensino Superior algumas tensões.pdf: 137261012 bytes, checksum: 14968c034e8b4bff8aac1bc762d4612c (MD5) / Rejected by Ana Paula Santulo Custódio de Medeiros null (asantulo@rc.unesp.br), reason: - Folha de aprovação: falta a data da defesa, que deve ser preenchida com o dia, mês e ano. on 2018-06-08T17:02:52Z (GMT) / Submitted by JORGE ISIDRO ORJUELA BERNAL (jorgelicmat@gmail.com) on 2018-06-11T12:21:22Z No. of bitstreams: 1 Indígenas, Cosmovisão e Ensino Superior algumas tensões Jorge Orjuela.pdf: 137330987 bytes, checksum: 3d55d3674b63c802d8cd9397f2f8e65e (MD5) / Approved for entry into archive by Adriana Aparecida Puerta null (dripuerta@rc.unesp.br) on 2018-06-11T17:54:00Z (GMT) No. of bitstreams: 1 orjuela-bernal_ji_me_rcla.pdf: 137330866 bytes, checksum: c915502a3540df1804755988552fdf17 (MD5) / Made available in DSpace on 2018-06-11T17:54:00Z (GMT). No. of bitstreams: 1 orjuela-bernal_ji_me_rcla.pdf: 137330866 bytes, checksum: c915502a3540df1804755988552fdf17 (MD5) Previous issue date: 2018-05-02 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / A intenção desta pesquisa gira em torno das linhas de tensão que emergem entre cosmovisão -assumida como o conjunto de crenças, valores, costumes, modos de ver, pensar, sentir, estar e relacionar-se com o mundo- e o pensamento acadêmico a partir de um cenário composto por indígenas vinculados ao Ensino Superior, neste caso um grupo de estudantes da Universidade Federal de São Carlos. Para isso, leva-se em consideração a experiência de trabalho com comunidades indígenas na Colômbia; são feitas aproximações do pensamento de Foucault e Deleuze para abrir discussões entorno ao Ensino Superior, a [Educação] Matemática e a Etnomatemática, e a permanência de indígenas em cursos universitários; e se faz uso da cartografia, formulada por Gilles Deleuze e Felix Guattari, como uma ferramenta na produção de subjetividades para a abordagem de caminhos, territórios e linhas de força que atravessam tanto a universidade como instituição quanto os indígenas imersos no sistema educacional. / This research intends to approximate us to the tension lines that emerge between the cosmovision -understood as the whole of believes, values, customs, ways of seeing, thinking, feeling, being and relating with the world- and the academic thought, from considering a scenery composed by indigenous people who joined the Higher Education, in this case indigenous students from the Federal University of São Carlos. In this regard, are taken into account previous working experiences with indigenous communities in Colombia; hereby, are considered as reference Foucault’s and Deleuze’s thoughts to broach discussions around the Higher Education, the Mathematical [Education], the Ethnomathematics, the permanence of indigenous students in college courses; is also used the cartography formulated by Guilles Deleuze and Felix Guattari, as a device in the subjectivities production for approach of paths, territories and lines of force that go across both the university, as an institution, and indigenous people immerse in the educational system.

Orientador: Ubiratan D'Ambrosio / Banca: Pedro Paulo Scandiuzzi / Banca: Sônia Maria Clareto / Resumo: O objetivo desta pesquisa, de caráter etnográfico, é compreender as vivências espaciais e saberes veiculados em uma escola Waldorf, localizada em Campinas (SP). O trabalho de campo consistiu, fundamentalmente, de observações participantes. Como referenciais teóricos, pautamo-nos em Rudolf Steiner para compreender a Pedagogia Waldorf, em Ubiratan D'Ambrosio para entender as formas de geração, organização e difusão de conhecimento, em Michel de Certeau, Doreen Massey, Martin Heidegger e Tiago Adão Lara para pensar sobre o espaço. Na escola investigada, o currículo é trabalhado em épocas que promovem um estudo intensificado do conteúdo, podendo-se utilizar da inter, multi e transdisciplinaridade. A arte e o movimento são elementos que estão presentes em todos os espaços escolares e permitem que se exercite a criatividade. As formas de se aprender e de se produzir conhecimento se mostraram variadas (com movimentos corporais, música, ritmo, passeios etc). O saber é constitutivo do ser humano e sua produção deve ser sentida ou experienciada pelo ser humano integral (corpo, alma, espírito). Com relação ao ensino de matemática, nos primeiros anos escolares há muita imagem, história, vivência, cultivando-se um pensar imaginativo. Com o passar dos anos, o ensino torna-se mais explicativo, diminuindo gradualmente as imagens e as histórias / Abstract: The aim of this study, ethnographic, to understand the experience and spatial knowledge transmitted in a Waldorf school, located in Campinas (SP). The field work consisted primarily of participant observation. As theoretical, in pautamo us to understand the Rudolf Steiner Waldorf Education, Ubiratan D'Ambrosio to understand the ways of generation, organization and dissemination of knowledge, in Michel de Certeau, Doreen Massey, Martin Heidegger and Tiago Adão Lara to think about space. In this school, the curriculum is worked in times that promote an intensified study of the content and can be used inter, multi and transdisciplinary. Art and motion are elements that are present in every school and allow him to exercise creativity. The ways to learn and produce knowledge proved varied (with body movements, music, rhythm, walking etc). Knowledge is constitutive of human beings and their production must be felt or experienced by the whole human being (body, soul, spirit). With respect to the teaching of mathematics in the early school years there are many images, history, experience, cultivating an imaginative thinking. Over the years, the teaching becomes more explanatory, gradually decreasing the images and stories / Mestre

Made available in DSpace on 2014-06-11T19:24:53Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-12-06Bitstream added on 2014-06-13T19:32:01Z : No. of bitstreams: 1 santos_ec_me_rcla.pdf: 847790 bytes, checksum: 0a40424e7f35b9b1fc59fd9ca1c8d660 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / O objetivo desta pesquisa, de caráter etnográfico, é compreender as vivências espaciais e saberes veiculados em uma escola Waldorf, localizada em Campinas (SP). O trabalho de campo consistiu, fundamentalmente, de observações participantes. Como referenciais teóricos, pautamo-nos em Rudolf Steiner para compreender a Pedagogia Waldorf, em Ubiratan D’Ambrosio para entender as formas de geração, organização e difusão de conhecimento, em Michel de Certeau, Doreen Massey, Martin Heidegger e Tiago Adão Lara para pensar sobre o espaço. Na escola investigada, o currículo é trabalhado em épocas que promovem um estudo intensificado do conteúdo, podendo-se utilizar da inter, multi e transdisciplinaridade. A arte e o movimento são elementos que estão presentes em todos os espaços escolares e permitem que se exercite a criatividade. As formas de se aprender e de se produzir conhecimento se mostraram variadas (com movimentos corporais, música, ritmo, passeios etc). O saber é constitutivo do ser humano e sua produção deve ser sentida ou experienciada pelo ser humano integral (corpo, alma, espírito). Com relação ao ensino de matemática, nos primeiros anos escolares há muita imagem, história, vivência, cultivando-se um pensar imaginativo. Com o passar dos anos, o ensino torna-se mais explicativo, diminuindo gradualmente as imagens e as histórias / The aim of this study, ethnographic, to understand the experience and spatial knowledge transmitted in a Waldorf school, located in Campinas (SP). The field work consisted primarily of participant observation. As theoretical, in pautamo us to understand the Rudolf Steiner Waldorf Education, Ubiratan D'Ambrosio to understand the ways of generation, organization and dissemination of knowledge, in Michel de Certeau, Doreen Massey, Martin Heidegger and Tiago Adão Lara to think about space. In this school, the curriculum is worked in times that promote an intensified study of the content and can be used inter, multi and transdisciplinary. Art and motion are elements that are present in every school and allow him to exercise creativity. The ways to learn and produce knowledge proved varied (with body movements, music, rhythm, walking etc). Knowledge is constitutive of human beings and their production must be felt or experienced by the whole human being (body, soul, spirit). With respect to the teaching of mathematics in the early school years there are many images, history, experience, cultivating an imaginative thinking. Over the years, the teaching becomes more explanatory, gradually decreasing the images and stories

Made available in DSpace on 2014-06-11T19:24:51Z (GMT). No. of bitstreams: 0 Previous issue date: 2005-12-08Bitstream added on 2014-06-13T19:26:06Z : No. of bitstreams: 1 lubeck_m_me_rcla.pdf: 2975879 bytes, checksum: aa8d9ef0b4ef605fdb481c3f0118a7f3 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Uma investigação etnomatemática sobre os trabalhos dos jesuítas nos Sete Povos das Missões do Rio Grande do Sul nos séculos XVII e XVIII é um estudo que traz entendimentos sobre a presença das ticas de matema nas atividades dos jesuítas neste local e período. Com base numa pesquisa bibliográfica, busca-se olhar que trabalhos eram realizados, como as ticas de matema se articulavam nestes, de que maneira elas estavam ligadas com o sociocultural e qual a sua relevância. É um exame histórico envolvendo o Programa Etnomatemática, que explora aspectos sociais/culturais relacionados com a díade Jesuíta- Guarani, visando recolher nos temas da vida cotidiana fatos para explicar o ser/saber/fazer/conviver humano, efetivando e reconhecendo por uma Historiografia Holística na Educação Matemática a Transculturalidade e a Transdisciplinaridade. Este entendimento evidencia os distintos pensamentos matemáticos das diferentes culturas e suas dinâmicas. A percepção do ser/saber/fazer/conviver no ambiente das Missões denota: o matema, que indica o potencial do ser humano ao longo da sua presença neste espaço, sua ânsia de sobreviver e transcender, entender, explicar, conhecer, criar e inovar; as ticas, que são distintos artifícios, artes ou técnicas, habilidades desenvolvidas na cultura dentro das características próprias do grupo; o etno, que são os Jesuítas Missioneiros. / An ethnomathematics investigation about the works of the jesuits in the Seven People of the Missions of Rio Grande do Sul in the centuries XVII and XVIII is a study search to understandings on the presence of the tics of mathema in the activities of the jesuits at that place and period. With base in a bibliographical research, it is looked for to see that works were accomplished, how the tics of mathema pronounced in these, that it sorts things out they were linked with the socio-cultural and which its relevance. It is a historical exam involving the Ethnomathematics Program, that explores social/cultural aspects related with the pair Jesuit-Guarani, seeking to collect in the themes of the life daily facts to explain the being/to know/to do/to live together human, executing and recognizing for a Holistic Historiography in the Mathematical Education the Transculturalities and the Transdisciplinarities. This understanding evidences the different mathematical thoughts of the different cultures and their dynamics. The perception of the being/to know/to do/to live together in the environment of the Missions denote: the mathema, that indicates the human being's potential along his presence in this space, his anguish of to survive and to transcend, to understand, to explain, to know, to create and to innovate; the tics, that are different artifices, arts or techniques, abilities developed in the culture inside of the own characteristics of the group; the ethno, that are the Missionaries Jesuits.

Made available in DSpace on 2014-12-17T14:36:02Z (GMT). No. of bitstreams: 1 SilviaRPM.pdf: 1008147 bytes, checksum: b8e26f3811a9bb1c94f6a6db7abf1454 (MD5) Previous issue date: 2005-05-05 / This study addresses issues related to the mathematical knowledge and practices of the workers of carcinoculture (shrimp farming), associating such knowledge and practices to the conceptual aspects and the academic mathematical language. Our central aim was to investigate and discuss such knowledge and practices in order to contribute towards having the members of this group reflect upon their own working practices. The investigation took as reference the ethnographic research approach during observations and interviews, as well as the analysis and interpretation of the existing cultural aspects on the use of Mathematics in the shrimp farmers daily activities, thus composing the four chapters of this dissertation. Initially, the local-regional context was set in the area where the workers of the shrimp farm reside, also describing our methodological options. After that, the kind of work that was carried out is explained through a brief history of the shrimp-farming activity, including a short discussion on the environmental impacts that result as a consequence of shrimp-farming. We then discuss some theoretical and practical aspects of the Ethnomathematics while field of study and research. At that moment, we make a reflection upon the different kinds of Mathematics, especially stressing the kind of Mathematics being taught in Schools and that being put to practice by identifiable cultural groups. With that in mind, we show the investigated knowledge and practices e some possible systematizations accomplished during the study. In the end, we point out some conclusive propositions based on the implications of our study towards the development of an educational process within the local communities, considering a possible use of the results and conclusions of this study in the classroom activities / Este estudo aborda quest?es relativas ?s pr?ticas e os saberes matem?ticos dos trabalhadores da carcinicultura (cultura de camar?es marinhos em cativeiro), relacionando tais pr?ticas e saberes com os aspectos conceituais e a linguagem da Matem?tica Acad?mica. Nosso objetivo central foi investigar e discutir essas pr?ticas e saberes visando contribuir para que os membros desse grupo venham a refletir sobre suas pr?ticas laboriais. A investiga??o tomou como refer?ncia a pesquisa etnogr?fica, durante as observa??es e as entrevistas, bem como a an?lise e interpreta??o dos aspectos culturais existentes na utiliza??o da Matem?tica nas atividades di?rias da carcinicultura, compondo os quatro cap?tulos desta Disserta??o. Inicialmente situamos o contexto loco-regional onde residem os trabalhadores da fazenda de cria??o de camar?o, descrevendo, tamb?m, nossas op??es metodol?gicas. Em seguida, situamos o leitor sobre o tipo de trabalho que estamos desenvolvendo, atrav?s de um hist?rico sobre a atividade de cria??o de camar?o, incluindo uma pequena discuss?o acerca do impacto ambiental que pode ser causado pela carcinicultura. Continuando, discutimos aspectos te?rico-pr?ticos acerca da Etnomatem?tica, enquanto um campo de estudos e pesquisa. Nesse momento, fazemos uma reflex?o a respeito das matem?ticas, dando enfoque ? Matem?tica aprendida na Escola e aquela praticada por grupos culturais identific?veis. Nesse sentido, mostramos as pr?ticas e saberes investigados e algumas sistematiza??es poss?veis concretizadas durante o estudo. Finalizando, apontamos algumas proposi??es conclusivas com base nas implica??es do nosso estudo para o desenvolvimento de um processo educativo junto ? comunidade, considerando uma poss?vel utiliza??o dos resultados e conclus?es do estudo nas atividades de sala de aula