Made available in DSpace on 2016-04-04T18:32:49Z (GMT). No. of bitstreams: 1 Eduardo Monteiro de Souza Junior.pdf: 1962799 bytes, checksum: f2aa5e76651d412ad5025b59f7c54ea9 (MD5) Previous issue date: 2008-02-14 / Keeping in mind the discussions about the presence of the historical approach in the field of Mathematics teaching, which is recommended in events of this area, in the Curricular Proposals for S?o Paulo State and in the National Curricular Parameters, and the importance of the concept of function in the meaning of Mathematics in high school, this work, inserted in the research line Pedagogical Practices and the Educator Formation, researched the following question: In which ways and historical perspective the teaching of function makes itself present in the recent academic production from the area of Mathematics Education? This research has as objective to check in which degree of importance the scientific community, who studies the teaching of Mathematics, has given to the pedagogical practices that facilitate the construction of this concept. We consider that it s necessary a study on this aspect to notice didactic and pedagogical elements which can help the teacher s work in the classroom and guide his initial and continuous formation of the Mathematics teacher. For this reason, we accomplished a qualitative research concerning the production of dissertations and thesis from 1997 until 2006, taking into consideration the analysis of the academic production of the same period that concerns the approaches of the works done. In this aspect, we searched the website of Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior CAPES , which aims to help the access to thesis and dissertations carried out in postgraduate programs in Brazil. We hypothesize that the topic function , which is extremely important in the Mathematics Education, has received little attention by researchers. Along the path of this work we delineate a historical route about the concept of function its representations and meanings so we can understand the teacher s own practice in the classroom. Some questions about the teaching of the concept in the Mathematics Education are introduced. / Tendo em vista as discuss?es sobre a presen?a da abordagem hist?rica no campo do ensino da Matem?tica, recomendada nos eventos da ?rea, nas Propostas Curriculares para o Estado de S?o Paulo e nos Par?metros Curriculares Nacionais, e a import?ncia do conceito de fun??o na significa??o da Matem?tica no Ensino M?dio, este trabalho, inserido na linha de pesquisa Pr?ticas Pedag?gicas e Forma??o do Educador, investigou a seguinte quest?o: De que forma e com qual perspectiva hist?rica o ensino de fun??o se faz presente na recente produ??o acad?mica do campo da Educa??o Matem?tica? Seu objetivo ? verificar o grau de import?ncia que a comunidade cient?fica, que investiga o ensino de Matem?tica, tem dado ?s pr?ticas pedag?gicas que facilitam a constru??o desse conceito. Consideramos que ? necess?rio um estudo nesse sentido para perceber elementos did?tico-pedag?gicos que auxiliem o trabalho do professor em sala de aula e orientem a forma??o inicial e continuada do professor de Matem?tica. Para tanto, realizamos uma pesquisa qualitativa em rela??o ? produ??o de disserta??es e teses no per?odo de 1997 a 2006, e considerando a an?lise da produ??o acad?mica no mesmo per?odo no que tange os enfoques das pesquisas produzidas. Nesse aspecto, recorremos ao site da Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior CAPES, site esse que se apresenta com o objetivo de facilitar o acesso a informa??es sobre teses e disserta??es defendidas junto a programas de p?s-gradua??o do pa?s. Temos por hip?tese que o tema fun??o , de vital import?ncia dentro da Educa??o Matem?tica, tem merecido pouca aten??o por parte do pesquisadores. Na trajet?ria do trabalho, tra?amos um percurso hist?rico sobre o conceito de fun??o suas representa??es e significa??es para entendermos a pr?pria pr?tica do professor em sala de aula. Apresentamos, tamb?m, alguns questionamentos sobre o ensino do conceito dentro da Educa??o Matem?tica.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-09T20:17:02Z No. of bitstreams: 2 MarliAlvesFloresdeMeloTese2016.pdf: 2866717 bytes, checksum: ded487e445cc5b3ce25965551908312d (MD5) MarliAlvesFloresdeMeloTeseAnexoD2016.pdf: 2501968 bytes, checksum: 0460450c595e2baabeb90212217e95f7 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-09T20:17:28Z (GMT) No. of bitstreams: 2 MarliAlvesFloresdeMeloTese2016.pdf: 2866717 bytes, checksum: ded487e445cc5b3ce25965551908312d (MD5) MarliAlvesFloresdeMeloTeseAnexoD2016.pdf: 2501968 bytes, checksum: 0460450c595e2baabeb90212217e95f7 (MD5) / Made available in DSpace on 2017-05-09T20:17:28Z (GMT). No. of bitstreams: 2 MarliAlvesFloresdeMeloTese2016.pdf: 2866717 bytes, checksum: ded487e445cc5b3ce25965551908312d (MD5) MarliAlvesFloresdeMeloTeseAnexoD2016.pdf: 2501968 bytes, checksum: 0460450c595e2baabeb90212217e95f7 (MD5) Previous issue date: 2016-12-19 / This thesis aims to identify the possible causes for the gap between theoretical conceptions and trends that resulted from academic studies and public policies applied to professional, scientific, and technological education. In order to achieve this, we searched, in 28 doctoral dissertations in the field of education and similar fields, the conceptions of professional, scientific, and technological education extracted from their results, analyses, and discussions, observing the parameters in technical, methodological, theoretical, and epistemological levels, and the paradigmatic assumptions. As a differential, a pilot study was carried out, in the templates of an empirical ???pre-research,??? aiming to consubstantiate the whole decision process that preceded the dissertation structuring???this topic being inserted in the justification and relevance of the study. As for its characterization, this study is exploratory and its methodology was divided in two large blocks: theoretical dimension, with the part for the fundamentals, and the procedural dimension, with the components that involve the research practice. As for the approach, it meets the principles of the essentially qualitative research, having as basis the comprehension, although it has used numerical and statistical representativeness. It has adopted as fundamentals for methodology, procedures, and instruments the S??nchez Gamboa paradigmatic scheme, a scheme which, for its nature, is also acknowledged as an epistemological approach of method. It has also used the state of the art as the most appropriate for meta-research. The data-generating process encompassed bibliographic research, documental research, and the registration sheet, with adaptations. The results indicated, on what concerns the conceptions of the researched dissertations??? authors, that the dualism and disconnection between what supports the theoretical and methodological dimension of studies and the reality, as well as the strict vision on training for the labor market, constitute the three factors that have impacted the most the causes for the gap between academic studies and public policies in professional, scientific, and technological education. Among other causes, what stood out was also the divergence of conceptions with geographically distinct vision of domains for which the theoretical trends would be destined, on state and federal levels. On theoretical trends and the benefits of including local productive arrangements in the offer of courses of technical and professional education, the results have steered to a new understanding: Paulo Freire???s context of ???unheard-viable.??? We concluded with the implications for further studies and a report on pending matters in this study. / O objetivo geral desta tese foi identificar as implica????es do distanciamento entre as concep????es e tend??ncias te??ricas provenientes dos estudos acad??micos e as pol??ticas p??blicas aplicadas ?? Educa????o Profissional, Cient??fica e Tecnol??gica (EPCT). Para alcan????-lo, buscouse, em vinte e oito teses de doutorado em educa????o e ??reas afins, as concep????es de educa????o profissional, cient??fica e tecnol??gica obtidas na parte dos resultados, das an??lises e discuss??es, observando-se os par??metros nos n??veis t??cnico, metodol??gico, te??rico e epistemol??gico, bem como nos pressupostos paradigm??ticos. Como diferencial, realizou-se um estudo-piloto nos moldes de uma ???pr??-pesquisa??? emp??rica, com o objetivo de consubstanciar todo o processo de decis??o que antecedeu a estrutura????o da tese, sendo este t??pico inserido como parte da justificativa e relev??ncia do estudo. Quanto ?? carateriza????o, o estudo ?? de natureza explorat??ria e a metodologia foi dividida em dois grandes blocos, assim denominados: dimens??o te??rica, com a parte dos fundamentos; e dimens??o procedimental, com os componentes que envolveram a pr??tica da pesquisa. Quanto ?? abordagem, atendeu aos princ??pios da pesquisa essencialmente qualitativa, tendo por base a compreens??o, embora se tenha feito uso de representatividade num??rica e estat??stica. Adotou-se como fundamentos da metodologia, procedimentos e instrumentos, o esquema paradigm??tico de S??nchez Gamboa, esquema que, por sua natureza, ?? reconhecido tamb??m como uma abordagem epistemol??gica do m??todo. Utilizou-se, ainda, o estado da arte, como um recurso complementar, quando se faz metapesquisa. O processo de gera????o dos dados abrangeu a pesquisa bibliogr??fica, a pesquisa documental e a ficha de registro, com adapta????es. Os resultados, no que tange ??s concep????es dos autores das teses pesquisadas, indicaram que o dualismo, a desconex??o entre o que fundamenta a dimens??o te??rica e metodol??gica dos estudos e a realidade, bem como a vis??o restrita sobre treinamento para o mercado de trabalho, constituem os tr??s fatores que mais exerceram impacto no distanciamento entre estudos acad??micos e pol??ticas p??blicas na ??rea da EPCT. Entre outros, destacou-se, ainda, a diverg??ncia de concep????es com vis??o geograficamente distinta dos dom??nios para as quais se destinariam as tend??ncias te??ricas, nas esferas estadual e federal. Sobre as implica????es entre tend??ncias te??ricas e benef??cios da inclus??o dos arranjos produtivos locais (APL) na oferta de cursos, no ensino t??cnico e profissional, os resultados direcionaram para um novo entendimento: o contexto de ???in??ditovi??vel???, de Paulo Freire. Finalizou-se com as implica????es para futuras pesquisas e um relato das pend??ncias deste estudo.