Submitted by Nathalya Silva (nathyjf033@gmail.com) on 2017-05-22T20:31:59Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_TarefasIntermediariasModelo.pdf: 2270740 bytes, checksum: 8046eff632e5c6fe2cd6f6c7f7c8d468 (MD5) / Approved for entry into archive by Edisangela Bastos (edisangela@ufpa.br) on 2017-05-31T16:30:59Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_TarefasIntermediariasModelo.pdf: 2270740 bytes, checksum: 8046eff632e5c6fe2cd6f6c7f7c8d468 (MD5) / Made available in DSpace on 2017-05-31T16:30:59Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_TarefasIntermediariasModelo.pdf: 2270740 bytes, checksum: 8046eff632e5c6fe2cd6f6c7f7c8d468 (MD5) Previous issue date: 2014-05-17 / Este trabalho trata da articulação e integração de organizações praxeológicas anunciadas pelas pesquisas a luz da teoria antropológica do didático, em particular, entre as organizações referentes as noções de frações e de operações com frações que vivem em uma dada instituição de ensino. Essa problemática é evidenciada a partir de um Modelo Epistemológico de Referência - MER aqui proposto que permite analisar e reconstruir organizações praxeológicas sobre noções e operações, de adição e subtração, de frações em que revela o papel de praxeológicas intermediárias a partir da epistemologia funcional dos objetos da matemática escolar. / This work deals with the articulation and integration of organizations praxeological announced by research the light of anthropological theory of didactic, in particular, between organizations regarding the concepts of fractions and operations with fractions that live in a given institution of education. This problematic is evident from an Epistemological Reference Model - ERM proposed here allows us to analyze and reconstruct praxeological organizations about notions and operations, addition and subtraction of fractions in revealing the role of intermediary praxeological from the functional epistemology of objects of school mathematics.

Submitted by Lucia de Fátima Carneiro Ferreira Lessa (luciafcfl@yahoo.com.br) on 2017-06-07T18:44:36Z No. of bitstreams: 1 Dissertação LESSA, L. F.C. F. 2017.pdf: 3101465 bytes, checksum: 6bb943066384ca2fb308f6142b707a7b (MD5) / Approved for entry into archive by Vanessa Reis (vanessa.jamile@ufba.br) on 2017-06-12T15:14:24Z (GMT) No. of bitstreams: 1 Dissertação LESSA, L. F.C. F. 2017.pdf: 3101465 bytes, checksum: 6bb943066384ca2fb308f6142b707a7b (MD5) / Made available in DSpace on 2017-06-12T15:14:24Z (GMT). No. of bitstreams: 1 Dissertação LESSA, L. F.C. F. 2017.pdf: 3101465 bytes, checksum: 6bb943066384ca2fb308f6142b707a7b (MD5) / A presente pesquisa tem como objetivo contribuir com o processo de formação docente a partir da construção de um Modelo Epistemológico de Referência, que considera as incompletudes do trabalho institucional relativo ao objeto matemático Área e procura integrar elementos deste modelo na bagagem praxeológica de professores de matemática do 6° ano do ensino fundamental. Nosso aporte teórico se alicerça na Teoria Antropológica do Didático (TAD) e na Teoria das Situações Didáticas. Constituímos a questão de pesquisa, a saber: “como integrar às praxeologias dos professores elementos de um modelo que sirva de referência para o ensino e aprendizagem do objeto matemático Área, no 6° ano do ensino fundamental?” Debruçamo-nos nesta temática sob a ótica dos estudos desenvolvidos na abordagem de Área como grandeza. As pesquisas fundamentadas na TAD surgem das lacunas observadas nas atividades matemáticas desenvolvidas nas instituições em pauta, que inevitavelmente, estão atreladas aos Modelos Epistemológicos Dominantes (MED) estabelecidos nestas instituições. A investigação se constituiu uma pesquisa de campo, com base em uma abordagem de natureza qualitativa, alicerçada na Engenharia do Percurso de Estudo e Pesquisa. O cenário de investigação consiste em duas escolas do município de Salvador, Bahia, com a participação de dois professores do 6º ano do ensino fundamental. Os procedimentos adotados para a produção dos dados foram a análise documental, observação naturalista e entrevista; os registros foram feitos por meio de gravação em áudio e diário de campo. As produções foram complementadas com um questionário. No MED, interrogamos o que está posto; para tanto, analisamos os Parâmetros Curriculares Nacionais, a Proposta Curricular do Estado da Bahia, os livros didáticos das escolas participantes e os cadernos dos estudantes. Além disso, observamos as praxeologias dos professores no momento da aula. A constatação de uma incompletude institucional no sistema de ensino analisado, suscitou a necessidade de estudarmos um Modelo Epistemológico de Referência (MER). Nesta perspectiva, desenvolvemos uma revisão de literatura do estudo de Área como grandeza. O MER vem apoiar a proposta de um Modelo Didático de Referência (MDR), concretizado mediante uma engenharia do Percurso de Estudo e Pesquisa (PEP). No PEP, construiu-se uma Sequência Didática com base nas organizações matemáticas debatidas na revisão de literatura seguida. A investigação permitiu identificar possibilidades de mudanças nas praxeologias matemáticas e didáticas dos docentes no que se refere às escolhas das tarefas e técnicas tomadas para a sequência didática, o que sugere que propostas como esta podem contribuir para a formação de professores. Compreendemos que o resultado deste trabalho responde as questões da pesquisa e completa o estudo a ser institucionalizado para o ensino de Área no 6° ano. / ABSTRACT - This research’s main goal is to contribute with the process of teacher training through the construction of an Epistemological Model of Reference that considers the incompleteness of institutional work regarding mathematics’ object of Area and seeks to integrate elements from this model into the praxeology baggage of teachers of mathematics in the 6th grade of elementary school. Our theoretical approach is based on the Anthropological Theory of Didactic (ATD) and on the Theory of Didactic Situations. We build the research question, namely: how to integrate into the teachers’ praxeologies the elements from a model that serves as reference to the teaching and learning of the mathematics’ object of Area in the 6th grade of elementary school? We dive into this matter under the optics of the studies developed on Area as largeness. The researches based on ATD appear on the gaps observed in mathematics activities developed in the institutions aforementioned, which are inevitably linked to the Dominant Epistemological Models (DEM) stablished in those institutions. The investigation presented is a field research, based on an approach of qualitative nature, and grounded on the engineering of the Study and Research Path. The investigation scenario consists in two schools located at the city of Salvador, state of Bahia, with the participation of two elementary teachers of the 6th grade. The proceedings chosen to collect data were documental analysis, naturalist observation, and interview. The data was recorded in audio and in a field journal. A survey was used to add material to the data. In DEM, we interrogate what is laid; for that purpose, we analyzed the Brazilian national Curriculum Parameters, the Curriculum Proposition of the state of Bahia, the didactic books of the participating schools and their students’ notebooks. Besides that, we observed the praxeologies of the participating teachers in their classrooms. The finding of an institutional incompleteness in the analyzed teaching system raised the need for us to also study an Epistemological Model of Reference (EMR). In this perspective, we developed a literature review of the study of Area as largeness. The EMR enters our work to support a proposal of a Didactic Model of Reference (DMR), developed accordingly to the engineering of the Study and Research Path (SRP). Using the SRP, we built a Didactic Sequence based on the mathematical organizations discussed in the literature review. The investigation allowed us to identify the possibilities for changes in the mathematics and didactic praxeologies of docents regarding the choices of assignments and techniques used in their didactic sequence, which further suggests that proposals as the one aforementioned may contribute for the teachers training. We comprehend that the findings of this work properly respond to the research questions and add to study to be institutionalized for the teaching of Area in the 6th grade.

In my dissertation, I explore social strategies that Peruvian subalterns have developed to survive against racism and discrimination. I have identified and coined one of these strategies as etnovaivén (ethno-sway), which I define as a pendulum-like approach that allows subalterns to swing/sway from blanqueamiento to cholificación, and vice versa. In this context, blanqueamiento (whitening) mainly refers to the subaltern's willingness and efforts to assimilate the white culture in order achieve upward social mobility, whereas cholificación depicts the reluctance of Indian and mestizo subalterns to assimilate the cultural norms of the dominant group in certain circumstances, while asserting their own ethnic identity. Conversely, etnobúmeran (ethno-boomerang) is a self-inflicted boycott to one’s own ethnic groups. I claim that Peruvian subalterns shape their cultural singularity between ethno-sway and ethno-boomerang. My research has examined these social phenomena as reflected in the Inca Garcilaso de la Vega’s Comentarios reales (1609), Clorinda Matto de Turner’s Aves sin nido (1889), and Enrique López Albújar’s Matalaché (1928). In addition, in La ciudad y los perros (1963) by Mario Vargas Llosa, Montacerdos (1981) by Cronwell Jara, La violencia del tiempo (1991) by Miguel Gutiérrez, and Hienas en la niebla (2010) by Juan Morillo, I have analyzed the historical connection between miscegenation, discrimination, inequality and violence, which progressively led to the Internal Conflict (1980-2000), the goriest and longest war in Peru’s republican history that resulted in the assassination of approximately 70 000 persons, most of them Quechua-speaking, ordinary civilians. Highlanders fleeing from terrorism during those two decades account for the depopulation of over 2/3 of the Andean region. This study is both relevant and pertinent because it intersects with contemporary debates about national identity formation, and because it provides a means to understand the aftermath of political violence, a phenomenon that periodically threatens the lives of Peruvians. My work contests the traditional thesis of racial and cultural miscegenation as the foundation of Peruvian national identity (the "melting pot" metaphor), which has proven to be ineffective. Instead, I propose a more inclusive identity concept that celebrates cultural diversity and accepts the coexistence of multiple ethnic and cultural groups within the confines of the nation.