Made available in DSpace on 2014-12-17T14:36:00Z (GMT). No. of bitstreams: 1 FranciscoAB_capa_ate_cap3.pdf: 1267732 bytes, checksum: 73bb2a54987a30dea9a5715b05434390 (MD5) Previous issue date: 2009-02-11 / mongst the trends in Mathematics Education, which have as their object a more significant and criticallearning, is the Ethnomathematics. This field of knowledge, still very recent amongst us, besides analyzing an externalist history of the sciences in a search for a relationship between the development of the scientific disciplines and the socio-cultural context, goes beyond this externalism, for it also approaches the intimate relationships betwe_n cognition and culture. In fact, the Ethnomathematics proposes an alternative epistemological approach associated with a wider historiography. It struggles to understand the reality and come to the pedagogical action by means of a cognitive approach with strong cultural basis. But the difficulty of inserting the Ethnomathematics into the educational context is met by resistance from some mathematics educators who seem indifferent to the influence of the culture on the understanding of the mathematics ideas. It was with such concerns in mind that I started this paper that had as object to develop a curricular reorientation pedagogical proposal in mathematics education, at the levei of the 5th grade of the Ensino Fundamental (Elementary School), built from the mathematical knowledge of a vegetable farmers community, 30 km away from the center of Natal/RN, but in accordance with the teaching dimensions of mathematics of the 1 st and 2nd cycles proposed by the Par?metros Curriculares Nacionais - PCN: Numbers and Operations, Space and Form, Units and Measures, and Information Treatment. To achieve that, I developed pedagogical activities from the mathematical concepts of the vegetable farmers of that community, explained in my dissertation research in the period 2000 through 2002. The pedagogical process was developed from August through Oecember 2007 with 24 students of the 5th Grade of the Ensino Fundamental (Elementary School) of the school of that community. The qualitative analysis of the data was conducted taking into account three categories of students: one made up of students that helped their parents in the work with vegetables. Another one by students whose parents and relatives worked with vegetables, though they did not participate directly of this working process and one third category of students that never worked with vegetables, not to mention their parents, but lived adjacent to that community. From the analyses and results of the data gathered by these three distinct categories of students, I concluded that those students that assisted their parents with the daily work with vegetables solved the problem-situations with understanding, and, sometimes, with enriching contributions to the proposed problems. The other categories of students, in spite of the various field researches to the gardens of that community, before and during the pedagogical activities, did not show the same results as those students/vegetable farmers, but showed interest and motivation in ali activities of the pedagogical process in that period / Dentre as tend?ncias em educa??o matem?tica, que tem como objetivo uma aprendizagem mais significativa e critica, encontra-se a etnomatematica. Esse campo de conhecimento, ainda bastante recente entre n?s, al?m de analisar uma historia externalista das ci?ncias procurando uma rela??o entre o desenvolvimento das disciplinas cientificas e o contexto sociocultural, vai al?m desse externalismo, pois aborda tamb?m as rela??es intimas entre cogni??o e cultura. Na verdade, a etnomatematica prop?e um enfoque epistemol?gico alternativo associado a uma historiografia mais ampla. Procura compreender a realidade e chegar ? a??o pedag?gica mediante um enfoque cognitivo com forte fundamenta??o cultural. Mas, a dificuldade de inserir etnomatematica no contexto educacional encontra resist?ncia entre alguns educadores matem?ticos que parecem indiferentes ? influ?ncia da cultura na compreens?o das id?ias matem?ticas. Foi com essas preocupa??es que iniciei este trabalho que tinha como objetivo desenvolver uma proposta pedag?gica de reorienta??o curricular em educa??o matem?tica, ao n?vel do 5? ano de ensino fundamental, constru?da a partir dos saberes matem?ticos de uma comunidade de horticultores, distante 30 km do centro de Natal/Rn, mas em sintonia com as dimens?es de ensino da matem?tica do 1? e 2? ciclos propostos pelos Par?metros Curriculares Nacionais-PCN: n?meros e opera??es, espa?o e forma, grandezas e medidas, e tratamento da informa??o. Para isso, elaborei atividades pedagogias a partir das concep??es matem?ticas dos horticultores daquela comunidade, desvendadas em minha pesquisa dissertativa no per?odo de 2000 a 2002. O processo pedag?gico foi desenvolvido de agosto a dezembro de 2007 com 24 alunos do 5? ano do ensino fundamental da escola daquela comunidade. A analise qualitativa dos dados foi realizada considerando tr?s categorias de alunos: uma formada por alunos que ajudavam diariamente seus pais no trabalho com hortali?as. Outra por alunos cujos pais e parentes trabalhavam com hortali?as, mas eles n?o participavam diretamente desse processo laboral e uma terceira categoria de alunos que nunca trabalhou com hortali?as, muito menos seus pais, mas morava adjacente ?quela comunidade. Das analises e resultados dos dados obtidos por essas tr?s categorias distintas de alunos, constatei que aqueles alunos que auxiliavam diariamente seus pais no trabalho com hortali?as resolviam as situa??es-problema com compreens?o, e as vezes, com contribui??es enriquecedoras aos problemas propostos. As outras categorias de alunos, apesar das varias pesquisas de campo as hortas daquela comunidade, antes e durante as atividades pedag?gicas n?o apresentaram os mesmos resultados que aqueles alunos/horticultores, mas demonstraram interesse e motiva??o em palavras chaves todas as atividades do processo pedag?gico naquele per?odo

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

Made available in DSpace on 2014-12-17T14:36:09Z (GMT). No. of bitstreams: 1 AlexandreVCD.pdf: 600061 bytes, checksum: 8975f6c52572ab1b6b9b4aa66b8dcb02 (MD5) Previous issue date: 2004-12-17 / This research argues about the mathematical knowledge built in the tradition of the cassava flour production, seeking to analyse these mathematical knowledge in the perspective of the categories of time and measure, built and practiced in the flour production, located in Serra do Navio and Cal?oene, in Amap? - Brazil. The following work discuss the identification and the description of the mathematics during the production activities of the flour, where is presented elements related to generation and transmission of the traditional knowledge, which is the basis for maintenance of the tradition of the flour, characterizing the research as an Ethnomathematic study. The methodological procedures highlight ethnographical techniques and elements that characterize the participating observation. The results obtained showed us that the flour workers articulate some length, area and volume measure due to own and traditionally acquired systems, which is apprehended and countersigned by other kind of culturally established system; thus they relativism the measures systems and the official calendars. And it lifts as one of the main proposal that the academic mathematics and the tradition establish knowledge make conjunction of the both knowledge, that is important for a possible reflection and application in the construction of a pedagogical practice in mathematical education, trying to establish points of socio-economic and cultural mark / A presente pesquisa discute sobre os saberes matem?ticos constru?dos na tradi??o da produ??o da farinha de mandioca, buscando analisar esses saberes matem?ticos sobre a perspectiva das categorias do tempo e medida, constru?dos e praticados na produ??o de farinha, localizados nos Munic?pios da Serra do Navio e Cal?oene, no Estado do Amap?/Brasil. O seguinte trabalho faz um apanhado na identifica??o e na descri??o da matem?tica durante as atividades de produ??o da farinha e que nessas etapas est?o presentes elementos relacionados ? gera??o e a transmiss?o de um saber tradicional, condicionantes b?sico para manuten??o da tradi??o da farinha, caracterizando a pesquisa como um estudo de etnomatem?tica. Os procedimentos metodol?gicos destacam base das t?cnicas etnogr?ficas e de elementos que caracterizam a observa??o participante. Os resultados obtidos nos mostraram que os trabalhadores de farinha articulam algumas medidas de comprimento, de ?rea e de volume em decorr?ncia de sistemas pr?prios e tradicionalmente adquiridos, como tamb?m o tempo, apreendidos e referendados por outro tipo de sistema culturalmente estabelecido, deste modo relativizando os sistemas de medidas e calend?rios oficiais. Levantando como uma das principais propostas que a matem?tica acad?mica e os saberes da tradi??o estabelecem uma conjun??o desses conhecimentos, importantes para uma poss?vel reflex?o e aplica??o na constru??o de uma pr?tica pedag?gica em educa??o matem?tica, procurando estabelecer pontos de cunho s?cio-econ?mico e cultural

Made available in DSpace on 2014-12-17T14:36:34Z (GMT). No. of bitstreams: 1 RodrigoBF.pdf: 1201832 bytes, checksum: f38520b1108aafb6cd4b686302919360 (MD5) Previous issue date: 2005-09-06 / The present study analyzes the ethnomatematics practices presents in the creation of the geometric ornaments of the icoaraciense ceramic, originated and still practiced in the neighborhood of Paracuri, District of Icoaraci, belonging to Bel?m, capital of the State of Par?/Brasil. The object of our study was centered at the workshops supplied by the artisans master of the School of Arts and Occupations, Master Raimundo Cardoso. Referred school provides to its students, formation at fundamental level as well professional formation, through vocational workshops that help to maintain alive the practice of the icoaraciense ceramic. Our interest of researching that cultural and vocational practice appeared when we got in touch with that School, during the development of activities of a discipline of the degree course of mathematics. In order to reach our objective, we accomplished, initially, a research about the icoaraciense ceramic historic, since the first works with the clay until to the main characteristics of that ceramic. Soon afterwards, we discussed on ethnomatematics, culture, knowledge, cognition and mathematical education. At the end, we analyzed the creation of the geometric ornaments of the icoaraciense ceramic, considering the proportion concepts, symmetry and some geometry notions, that are used by the artisans when they are ornamenting the pieces of that ceramic. We verified that, in spite of the artisans, usually, do not demonstrate to possess a bit of domain on the mathematical concepts that they are working with, for instance, the ones of translaction symmetry, rotation and reflection, they demonstrate full safety in the use of those concepts, as well as the capacity to recognize them, even if in a singular specific and very peculiar way, what opens the possibility of a partnership among mathematics teachers and master-artisans of the archeological ceramic and icoaraciense workshops / O presente estudo analisa as pr?ticas etnomatem?ticas presentes na cria??o dos ornamentos geom?tricos da cer?mica icoaraciense originada e ainda praticada no bairro do Paracuri, Distrito de Icoaraci, pertencente ao munic?pio de Bel?m, capital do Estado do Par?/Brasil. O objeto de estudo centrou-se nas oficinas ministradas pelos mestres-artes?os do Liceu de Artes e Of?cios Mestre Raimundo Cardoso. A referida escola proporciona a seus alunos forma??o a n?vel fundamental como tamb?m forma??o profissional, atrav?s de oficinas profissionalizantes que ajudam a manter viva a pr?tica da cer?mica icoaraciense. Nosso interesse de pesquisar essa pr?tica cultural e vocacional surgiu no momento em que tivemos contato com o referido Liceu, durante o desenvolvimento de atividades de uma disciplina do curso de licenciatura em matem?tica. Para alcan?ar nosso objetivo, realizamos, inicialmente, uma pesquisa sobre a hist?ria da cer?mica icoaraciense, desde os primeiros trabalhos com a argila at? ?s principais caracter?sticas dessa cer?mica. Em seguida, discutimos sobre etnomatem?tica, cultura, conhecimento, cogni??o e educa??o matem?tica. Por fim, analisamos a cria??o dos ornamentos geom?tricos da cer?mica icoaraciense, considerando os conceitos de propor??o, simetria e algumas no??es de geometria que s?o utilizados pelos artes?os no momento em que estes est?o ornamentando as pe?as dessa cer?mica. Verificamos que, apesar dos artes?os, normalmente, n?o demonstrarem possuir um dom?nio sobre os conceitos matem?ticos com que est?o trabalhando, como, por exemplo, os de simetria de transla??o, rota??o e reflex?o, eles demonstram plena seguran?a no uso desses conceitos, bem como a capacidade de reconhec?-los, mesmo que de uma maneira singular, espec?fica e bem peculiar, o que abre a possibilidade de uma parceria entre professores de matem?tica e mestres-artes?os das oficinas de cer?mica arqueol?gica e icoaraciense

Made available in DSpace on 2015-04-14T14:12:52Z (GMT). No. of bitstreams: 1 439152.pdf: 2153740 bytes, checksum: 6ec071fd1df586374d263b9d90de2a7d (MD5) Previous issue date: 2012-03-15 / This research provides a comparative analysis among the creation processes of carnival floats, mathematical modeling procedures, mental models and ethnomathematics. It was found, through interviews with the carnival, the responsible person for designing and building floats for a samba school parade that these procedures are closely linked. It was also indicated ways to use mathematical modeling and information technologies and communication as a pedagogical practice with this social group identifiable in order to value their culture, that is, its ethnomathematics. The methodology used in this study was the mapping of educational research, as Biembengut (2008), which was divided into for steps: identification map, which are the objectives of this ethnographic research, as well as justifications and methodological procedures, theoretical map, which justified the search through the definitions and theories about mental models, mathematical modeling and ethonomathematics; field map, in which the work reported in the a samba school shed of the special municipality of Porto Alegre (RS) where data were collected through observations and interviews were explained; map analysis, in which these data were studied, showing that the goals and objectives previously established have been achieved. Considerations and recommendations about education suggest ways to use the subject matter in the classroom, through modeling and ethnomathematics. / Nesta pesquisa fez-se uma an?lise comparativa entre os processos de cria??o de alegorias de carnaval, os procedimentos de modelagem matem?tica, modelos mentais e etnomatem?tica. Constatou-se, por meio de entrevistas com o carnavalesco, pessoa respons?vel pela cria??o e constru??o de carros aleg?ricos para um desfile de escola de samba, que estes procedimentos possuem estreita liga??o. Indicou-se ainda caminhos para se utilizar como pr?tica pedag?gica a modelagem matem?tica e as tecnologias da informa??o e comunica??o com esse grupo social identific?vel, no intuito de valorar sua cultura, ou seja, sua etnomatem?tica. A metodologia utilizada nesta pesquisa foi o mapeamento da pesquisa educacional, conforme Biembengut (2008), a qual foi dividida em quatro etapas: mapa de identifica??o, onde constam os objetivos desta pesquisa etnogr?fica, bem como justificativas e procedimentos metodol?gicos; mapa te?rico, onde se fundamentou a pesquisa por meio de teorias e defini??es acerca de modelos mentais, modelagem matem?tica e etnomatem?tica; mapa de campo, no qual se relatou o trabalho realizado no barrac?o de uma escola de samba do grupo especial do munic?pio de Porto Alegre (RS) onde os dados, coletados por meio de observa??es e entrevista foram explicitados; mapa de an?lise, no qual esses dados foram estudados, mostrando que os objetivos geral e espec?ficos previamente estabelecidos foram alcan?ados. Considera??es e recomenda??es acerca da educa??o sugerem maneiras de se utilizar o tema em quest?o em sala de aula, por meio de modelagem e etnomatem?tica.

Made available in DSpace on 2015-04-14T14:13:02Z (GMT). No. of bitstreams: 1 458498.pdf: 3066008 bytes, checksum: e179d3a1de53829cddb338fcc483ea79 (MD5) Previous issue date: 2014-03-21 / This dissertation, developed by the Program of Post-Graduate Education in Science and Mathematics, from Pontifical Catholic University in Rio Grande do Sul , presents a research that aims to analyze the contributions of Ethno mathematics as a method of teaching to learning Geometry. Methodologically, Mapping is used in educational research and, in this special case, it has been divided itself into four Maps. The identification Map particularizes the object of investigation and defines justification, outlined questions, goals and methodological research procedures. The theoretical Map exposes the supportive literature, referring to the three theoretical perspectives that consolidate this study: Culture, Ethno mathematics, and Mathematical Modeling as well as a mapping of academic productions, dissertations, and theses on the topic of research. In the Field Map the school community and a woodwork professional, who has a know how in Ethno mathematics, are presented, and also a delineation of the planning of the teaching process with its occurrences as regards their development, in a class of 24 students from the Seventh Grade of Primary School in a Public School in the city of Gramado, in Rio Grande do Sul. The analysis Map brings together the confluence of both, the theoretical and the field Map. It is composed from the full description of nine meetings, totaling 21 classes, as well as through reports and prototypes designed by students. Through the analysis of the collected data there is evidence that Ethno mathematics is applicable in classroom as a method, favoring the teachings of Mathematics from the interpretation, construction and verbalization of what is being studied, resulting in a significant learning process and critical in nature amid sociocultural interaction. / Esta disserta??o, desenvolvida junto ao Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica, da Pontif?cia Universidade Cat?lica do Rio Grande do Sul, apresenta uma pesquisa que objetiva analisar as contribui??es da Etnomatem?tica como m?todo de ensino para a aprendizagem de geometria. Metodologicamente utiliza-se do Mapeamento na Pesquisa Educacional, dividindo-se em quatro Mapas. O Mapa de identifica??o particulariza o objeto de investiga??o e define justificativa, quest?es delineadoras, objetivos e procedimentos metodol?gicos da pesquisa. O Mapa te?rico exp?e a literatura suporte referente ?s tr?s vertentes te?ricas que alicer?am este estudo: Cultura, Etnomatem?tica e Modelagem Matem?tica, bem como um mapeamento das produ??es acad?micas, disserta??es e teses, referentes ao tema de pesquisa. No Mapa de campo, apresenta-se a comunidade escolar e o profissional da marcenaria que det?m um saber etnomatem?tico, esbo?a-se o planejamento do processo de ensino e as ocorr?ncias no desenvolvimento com uma turma de 24 estudantes do 7? ano do Ensino Fundamental de uma escola p?blica do munic?pio de Gramado situado no estado do Rio Grande do Sul. O Mapa de an?lise, congrega a conflu?ncia entre os Mapas te?rico e de campo. ? constitu?do a partir da descri??o na ?ntegra de nove encontros que totalizam 21 horas/aula, bem como, por meio dos relatos e dos prot?tipos elaborados pelos educandos. A partir da an?lise dos dados coletados evidencia que a Etnomatem?tica ? aplic?vel em sala de aula como m?todo favorecendo um ensino da Matem?tica a partir da interpreta??o, constru??o e verbaliza??o do que est? sendo estudado, que resulta em uma aprendizagem substancial e de cunho cr?tico em meio a intera??o sociocultural.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-08-17T19:17:03Z No. of bitstreams: 1 473655 - Texto Completo.pdf: 2042465 bytes, checksum: 54bd59e5dff39a4613d44ecfa4016ee2 (MD5) / Made available in DSpace on 2015-08-17T19:17:03Z (GMT). No. of bitstreams: 1 473655 - Texto Completo.pdf: 2042465 bytes, checksum: 54bd59e5dff39a4613d44ecfa4016ee2 (MD5) Previous issue date: 2015-03-05 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This study aims to identify and understand the processes of generation, organization and dissemination of the knowledge of three descendants of German settlers living in the Vale do Rio dos Sinos region, municipality of Santa Maria do Herval, Rio Grande do Sul. The theoretical contributions that served as the foundation for the study were configured in two main areas: power and body discipline, based on studies by Michel Foucault; Ethnomatematics and, based on the research by D'Ambrosio (1996, 1998, 2001, 2004, 2005) and Knijnik (1996, 2004, 2007, 2008, 2009). The empirical material consists of semi-structured interviews, on which a family discourse analysis is done, considering the power relations presented in certain historical moments marked, in particular, by the time of enrollment of subjects and the knowledge used in their work activities. Thus, narratives analysis of the settlers indicates that the first German schools were responsible for setting up the type of subject that is considered ideal for that historical moment. Through control techniques, such as surveillance and punishment, subjects were tamed in order to ensure the ethnicity brought by the first German immigrants. Regarding the process of generation of their knowledge, it was confirmed that the school was responsible for the literacy of interviewees, however, their knowledge was not generated at school, but passed from generation to generation and enhanced according to their use. It can be argued that the contents learned at school were designed as language games, marked by formalism and abstraction, which aimed to teach the alphabet, reading, writing, decorating the multiplication table, and especially to study the Bible. Other knowledge presented by the subjects, as knowledge about the climate, vegetation, soil, sales strategies and techniques to explain and understand the complexity of situations that there was in country life can be seen as language games characterized by orality, proportional thinking and rough calculations, showing little resemblance between the family and school language games. Their knowledge is organized according to their needs and, to the extent that they represent a truth for the community in which the subjects are inserted, they are spread with the use of a factor that is still in the city nowadays: the German language. Even with the difficulties faced by the subjects during the Period of Nationalization campaign, imposed by the Estado Novo, when the German language was prohibited, power resistance points were created, making it persist in the city even today. / Este estudo tem como objetivo identificar e compreender os processos de gera??o, organiza??o e difus?o dos saberes de tr?s colonos descendentes de alem?es residentes na regi?o do Vale do Rio dos Sinos, munic?pio de Santa Maria do Herval, Rio Grande do Sul. Os aportes te?ricos que serviram como alicerce para o estudo foram configurados em dois eixos principais: poder e disciplinamento do corpo com base nos estudos de Michel Foucault; e Etnomatem?tica, fundamentada nas pesquisas de D?Ambrosio (1996, 1998, 2001, 2004, 2005) e Knijnik (1996, 2004, 2007, 2008, 2009). O material emp?rico consiste em entrevistas semiestruturadas, sobre as quais realiza-se uma an?lise geneal?gica do discurso considerando as rela??es de poder presentes em determinados momentos hist?ricos marcados, em particular, pela ?poca de escolariza??o dos sujeitos e pelos saberes utilizados em suas atividades laborais. Diante disso, a an?lise das narrativas dos colonos indica que as primeiras escolas alem?s foram respons?veis pela constitui??o do tipo de sujeito considerado ideal naquele momento hist?rico. Por meio de t?cnicas de controle como vigil?ncia e puni??o, os sujeitos foram docilizados com o objetivo de garantir a etnicidade trazida pelos primeiros imigrantes alem?es. Confirmou-se que o ensino foi respons?vel pela alfabetiza??o dos sujeitos entrevistados, no entanto, seus saberes n?o foram gerados na escola, mas passados de gera??o em gera??o e aprimorados de acordo com sua utiliza??o. ? poss?vel afirmar que os conte?dos aprendidos na escola eram concebidos como jogos de linguagem marcados pelo formalismo e abstra??o, que objetivavam ensinar o alfabeto, a leitura, a escrita, decorar a tabuada e, principalmente, estudar a b?blia. Demais saberes apresentados pelos sujeitos, como saberes sobre o clima, vegeta??o, solo, estrat?gias de venda e t?cnicas de explicar e entender a complexidade de situa??es que a vida no campo apresentava, podem ser vistos como jogos de linguagem caracterizados pela oralidade, pensamento proporcional e c?lculos aproximados, apresentando pouca semelhan?a de fam?lia com os jogos de linguagem escolares. Seus saberes s?o organizados de acordo com suas necessidades e, na medida em que representam uma verdade para a comunidade na qual os sujeitos est?o inseridos, e s?o difundidos com a utiliza??o de um fator que se encontra na cidade at? os dias atuais: a l?ngua alem?. Mesmo com a dificuldade enfrentada pelos sujeitos no per?odo da Campanha de Nacionaliza??o imposta pelo Estado-Novo, quando a l?ngua alem? era proibida, foram criados pontos de resist?ncia ao poder, fazendo-a persistir na cidade ainda na atualidade.

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-08-27T11:22:50Z No. of bitstreams: 1 474253 - Texto Completo.pdf: 1236844 bytes, checksum: 4bf46683a317aeb154493ddb87382834 (MD5) / Made available in DSpace on 2015-08-27T11:22:50Z (GMT). No. of bitstreams: 1 474253 - Texto Completo.pdf: 1236844 bytes, checksum: 4bf46683a317aeb154493ddb87382834 (MD5) Previous issue date: 2015-06-05 / This study aims to analyze how the practices and etnomatem?ticos knowledge expressed by the Indians of the Amazon are thought in the training of indigenous teachers. The theoretical framework underlying this research consisted of two pillars: power relations, knowledge and governmentality, based on studies of Foucault (2008, 1979, 2005, 2011), Fischer (2012), Veiga-Neto (2011), Larrosa ( 2011), among others; Ethnomatematics, based on D'Ambrosio (2002, 2009, 2010, 2012), Knijnik (1996, 2006, 2012) and Paul Gerdes (1991, 2002, 2010). The subjects of academic research in Intercultural Basic Education Bachelor's Degree opting for axis Natural Sciences and Mathematics Intercultural. These individuals represent the ethnic groups: Surui-Paiter, Hawk Ikolen, Oro Win, Cinta Larga and Oro Waje. Currently all are teachers of their communities in the early years and the end of elementary school. However, just who complete the course will work on training who have chosen. To compose the empirical material were carried out narrative interviews during the month of February and March 2014. On such narratives carried out a genealogical discourse analysis covering aspects such as: the Amazon indigenous practices are addressed in teacher training / indigenous participants this research; the concepts of Ethnomatematics that are present in the formation process of these / the teachers / as; the implications of Ethnomatematics for your school practices. The interviews show that the etnomatem?ticos knowledge of indigenous peoples of Rond?nia participants of this thesis, are constituted as of governance mechanism and contraconduta in teacher education of indigenous teachers students with regard to mathematical knowledge of these people and their discussion with students in the school indigenous. However, reports indicate that the Ethnomatematics has been working in this space as a contraconduta strategy, since the teachers / students are indigenous (and has constituted) in the State, another way to lead and drive the other ( students of Indian schools) through their teaching practices. Such practices are in accordance with their training in Intercultural Bachelor of that during the course deepen the academic discussion on indigenous knowledge and its functionality in school, reframing their knowledge among younger people falling into the classrooms and it appropriated to meet such knowledge through the teaching practice of the indigenous teacher. / Este estudo tem o objetivo de analisar como as pr?ticas e os saberes etnomatem?ticos expressos pelos ind?genas da Amaz?nia s?o pensados na forma??o dos professores ind?genas. Os aportes te?ricos que fundamentam essa pesquisa foram constitu?dos por dois pilares: rela??es de poder, saber e governamentalidade, fundamentados nos estudos de Foucault (2008, 1979, 2005, 2011), Fischer (2012), Veiga-Neto (2011), Larrosa (2011), entre outros; Etnomatem?tica, com base em D? Ambrosio (2002, 2009, 2010, 2012), Knijnik (1996, 2006, 2012) e Paulo Gerdes (1991, 2002, 2010).Participaram como sujeitos de pesquisa acad?micos do curso de Licenciatura em Educa??o B?sica Intercultural que optaram pelo eixo Ci?ncias da Natureza e Matem?tica Intercultural. Tais sujeitos representam as etnias: Suru?-Paiter, Gavi?o Ikolen, Oro Win, Cinta Larga e Oro Waje. Atualmente todos s?o professores de suas comunidades, nos anos iniciais e finais do Ensino Fundamental. No entanto, assim que conclu?rem o curso atuar?o nas ?reas de forma??o que optaram. Para compor o material emp?rico foram realizadas entrevistas narrativas durante o m?s de fevereiro e mar?o de 2014. Sobre tais narrativas realiza-se uma an?lise geneal?gica do discurso considerando aspectos como: o tratamento dado ?s pr?ticas de ind?genas da Amaz?nia durante a forma??o dos professores ind?genas participantes dessa pesquisa; os conceitos de Etnomatem?tica que est?o presentes no processo de forma??o desses professores; as implica??es da Etnomatem?tica para as suas pr?ticas escolares. As an?lises apontam que os saberes etnomatem?ticos dos povos ind?genas, participantes desta disserta??o, se constituem enquanto mecanismo de governamento e contraconduta na forma??o docente dos estudantes professores ind?genas no que se refere aos saberes matem?ticos desses povos, bem como sua discuss?o com os estudantes no espa?o da escola ind?gena. No entanto, os relatos indicam que a Etnomatem?tica vem funcionando nesse espa?o como uma estrat?gia de contraconduta, uma vez que os professores/estudantes ind?genas constituem em rela??o ao Estado, outro modo de conduzir-se e de conduzir o outro (estudantes das escolas ind?genas) por meio de suas pr?ticas docentes. Tais pr?ticas est?o em fun??o de sua forma??o no Curso de Licenciatura Intercultural que, durante o curso, aprofundam a discuss?o acad?mica em torno dos saberes ind?genas e sua funcionalidade na escola, na ressignifica??o de seus saberes junto aos mais jovens que se inserem nas salas de aula e dela se apropriam para conhecer tais saberes por meio da pr?tica docente do professor ind?gena.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-11-14T17:26:13Z No. of bitstreams: 1 2013 - Antonio Ferreira Neto.pdf: 1246514 bytes, checksum: d78b91a40fe30937a1ed9d424f705134 (MD5) / Made available in DSpace on 2018-11-14T17:26:13Z (GMT). No. of bitstreams: 1 2013 - Antonio Ferreira Neto.pdf: 1246514 bytes, checksum: d78b91a40fe30937a1ed9d424f705134 (MD5) Previous issue date: 2013-12-18 / By necessity, the people are always measuring, counting or gauging something present in the environment that they are inserted. In this perspective, ethnomathematics, in a cultural-historical approach, helps to better understand the ability of a people collectivize and create representations of reality, because all the different social groups originate different knowledges. In this study the main objective was to investigate, through a perspective ethnomathematics, the mathematical culture of the Surui Paiter villages in daily, watching your numeration system and how the indigenous teacher Surui develops its activities. The research was qualitative, with interviews and observations to residents, students and teachers from the villages. During the research we found different ways that can be used to teach concepts of mathematics taking bias as the culture of a people, in a formal and informal environment, minimizing barriers to learning and making it more meaningful. We stress the importance of mathematical knowledge for indigenous and the use this knowledge in maintenance of the villages (product sales, construction, plantations, among others). We verify what are the math contents more used and which help in their works and in the development of the villages. During the research it became clear the interdisciplinary as an indispensable tool in overcoming the difficulties of teaching in the villages (lack of suitable material, some lack of teaching resources ?). The teachers use the mathematical topics as an extraordinary teaching resource, combining them to the educational process as a whole. Thus, in addition to learning mathematical concepts, they can form responsible citizens concerned with the rights of others and the welfare of all. Ethnomathematics, in turn, assists the learner and the educator to understand the holistic reality of knowledge to understand facts observed from another angle, become less complicated, encourages research and therefore the discovery, back to the origin. To teach mathematics to a people of the forest, using his culture as a platform, with their meanings and diverse forms, is get him learning between four walls and expose him to a novel scenario in which the theory is confused with reality, immersing the student in shapes and comprehensible models. / Por necessidade, os indiv?duos sempre est?o medindo, contando ou aferindo algo presente no meio em que est?o inseridos. Nessa perspectiva, a etnomatem?tica, em uma abordagem hist?rico-cultural, ajuda a entender melhor a capacidade de um povo criar e coletivizar representa??es da realidade, pois todos os distintos grupos sociais abrolham diferentes conhecimentos. Neste trabalho o objetivo principal foi investigar, atrav?s de uma perspectiva etnomatem?tica, a cultura matem?tica da etnia Paiter Suru? no cotidiano das aldeias, observando seu sistema de contagem e como o professor ind?gena Paiter Suru? desenvolve suas atividades. A pesquisa teve car?ter qualitativo, com entrevistas e observa??es a moradores, alunos e professores das aldeias. No decorrer da pesquisa observamos diferentes maneiras que podem ser usadas para ensinar conceitos da Matem?tica tomando como vi?s a cultura de um povo, em um ambiente formal e informal, minimizando barreiras na aprendizagem e tornando-a mais significativa. Destacamos a import?ncia do conhecimento matem?tico para os ind?genas e a utiliza??o desses conhecimentos na manuten??o das aldeias (venda de produtos, constru??o, plantios, entre outros). Verificamos quais os conte?dos de matem?tica s?o mais utilizados e que os auxiliam no seu trabalho e no desenvolvimento das aldeias. Durante a pesquisa ficou evidenciado o processo interdisciplinar como ferramenta indispens?vel na supera??o das dificuldades de ensinar nas aldeias (falta de material adequado, falta de alguns recursos did?ticos etc.). Os professores utilizam-se dos temas matem?ticos como um extraordin?rio recurso did?tico, aliando-os ao processo educacional como um todo. Desta forma, al?m de aprender conceitos matem?ticos, eles conseguem formar cidad?os respons?veis, preocupados com o direito do outro e o bem-estar de todos. A etnomatem?tica, por sua vez, auxilia o educando e o educador a entender a realidade hol?stica do saber fazer, passar a entender fatos que observados de outro ?ngulo tornam-se menos complicados, instiga ? pesquisa e, por conseguinte, a descoberta, numa volta a sua origem. Ensinar matem?tica para um povo da floresta, usando como plataforma sua cultura com seus significados e formas diversificadas, ? tir?-lo da aprendizagem entre quatro paredes e exp?-lo a um cen?rio inovador em que a teoria se confunde com a realidade, imergindo o aluno em formas e modelos compreens?veis.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-01-12T14:45:07Z No. of bitstreams: 1 JoseNilsonMorais_DISSERT.pdf: 3909471 bytes, checksum: 14009e64db90aa0692ab11c3603df407 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-01-18T15:25:55Z (GMT) No. of bitstreams: 1 JoseNilsonMorais_DISSERT.pdf: 3909471 bytes, checksum: 14009e64db90aa0692ab11c3603df407 (MD5) / Made available in DSpace on 2017-01-18T15:25:55Z (GMT). No. of bitstreams: 1 JoseNilsonMorais_DISSERT.pdf: 3909471 bytes, checksum: 14009e64db90aa0692ab11c3603df407 (MD5) Previous issue date: 2016-06-09 / Este trabalho tem como objetivo analisar ind?cios de conhecimentos matem?ticos, impl?citos nas opera??es comerciais de tr?s feirantes da feira livre localizada no Conjunto Habitacional de Nova Natal em Natal/RN. Para alcan?ar tal objetivo, buscou-se apoio nas concep??es de D?Ambrosio (2002) sobre Etnomatem?tica, nas propostas dos documentos oficiais, al?m da pesquisa qualitativa. Na parte emp?rica, usou-se procedimentos da Etnografia, como o di?rio de campo, a entrevista semiestruturada e a observa??o participante. A partir das an?lises dos dados coletados, elaborou-se um Caderno de Atividades como proposta para subsidiar o processo de ensino?aprendizagem em Matem?tica, norteada pelos pressupostos da Metodologia de ensino?aprendizagem?avalia??o atrav?s da Resolu??o de Problemas, nas concep??es de Allevato e Onuchic (2009) que auxiliaram na constitui??o do Produto Educacional ao n?vel da Educa??o B?sica. As situa??es?problema, inseridas no Produto Educacional, surgiram das interpreta??es dos conhecimentos matem?ticos, tomando como ponto de partida as compras realizadas pelos feirantes junto aos fornecedores at? as vendas destas mercadorias aos clientes na feira livre. Nesse contexto sociocultural nota-se ideias matem?ticas presentes, pois os feirantes fazem uso de um tipo de matem?tica espec?fica para solucionar seus problemas, inerentes nas compras e nas vendas: ao passar o troco e ao escolher a melhor ferramenta para quantificar as mercadorias, sem utilizar instrumentos aferidos, como a balan?a anal?gica ou digital. O Produto Educacional consiste em uma proposta alternativa para o processo de ensino?aprendizagem em Matem?tica, na inten??o de promover a amplia??o das habilidades voltadas para o c?lculo estimativo e a apropria??o dos conceitos matem?ticos aplicados em diversas situa??es, como tamb?m, nas outras ?reas do conhecimento al?m de ser, de fato, uma proposta para que os docentes implementem a??es did?ticos-pedag?gicas em sala de aula em Matem?tica. / This paper aims to analyze evidences of mathematical knowledge implicit in commercial operations of three market stallholders, located in Nova Natal Housing Complex, at Natal/RN. To achieve this goal, it was searched for theoretical support in the views of D'Ambrosio (2002) on Ethnomathematics, in the official documents? proposal, as well as in qualitative research. In the empirical part, it was used Ethnography procedures, such as diary, semi-structured interviews and participant observation. Based on the collected data?s analysis, it was elaborated an Activity Book as a proposal to support the process of teaching and learning in mathematics, guided by assumptions of teaching-learning-assessment methodology through the Solving Problem, based on the concepts of Onuchic & Allevato (2009) who assisted in the establishment of the Educational Product to the level of Basic Education. The problem-situations, inserted in the Product Educational, emerged from the interpretations of mathematical knowledge, has as a starting point from the purchases made by market stallholders for suppliers until the sales of these suppliers by the stallholders to the clients on the open market. In this sociocultural context, it can be noted the presence of mathematical ideas, since the stallholders make use of a specific type of mathematics to solve their inherent problems, on purchasing and sales: passing the change, choose the best tool to quantify the earnings, without using calibrated instruments as analog or digital scale. The Educational Product consists of an alternative proposal for the mathematical process of teaching and learning, intending to promote the application of abilities geared to estimated calculation, appropriation of mathematical concepts applied in different situations, as well as in other knowledge areas, besides it is, in fact, a proposal for the teachers to implement educational and pedagogical actions in the classroom.