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Previous issue date: 2010-12-14 / This thesis describes and analyzes various processes established and practiced by
both groups about the socio-cultural objective (action) the measurement and timing,
mobilized some socio-historical practices as the use of the gn?mon of the sundial and
reading and interpretation of movements celestial constellations in cultural contexts such
as indigenous communities and fishermen in the state of Par?, Brazil. The Purpose of the
study was to describe and analyze the mobilization of such practices in the socio-historical
development of matrices for teaching concepts and skills related to geometric angles,
similar triangles, symmetry and proportionality in the training of mathematics teachers. The
record of the entire history of investigation into the socio-historical practice, the formative
action was based on epistemological assumptions of education ethnomathematics
proposed by Vergani (2000, 2007) and Ubiratan D'Ambrosio (1986, 1993, 1996, 2001,
2004) and Alain Bishop conceptions about mathematics enculturation. At the end of the
study I present my views on the practices of contributions called socio-cultural and
historical for school mathematics, to give meaning to the concept formation and teaching
of students, especially the implications of Education Ethnomatematics proposed by
Vergani (2000) for training of future teachers of mathematics / Esta tese descreve a analisa alguns processos estabelecidos e praticados por dois
grupos socioculturais acerca da objetiva(a??o) da medi??o do tempo, mobilizados de
algumas pr?ticas s?cio-hist?ricas como o uso do gn?mon, do rel?gio de Sol e a leitura e
interpreta??o dos movimentos das constela??es celestes, em contextos culturais como as
comunidades ind?genas e de pescadores do estado do Par?. A finalidade do estudo foi
descrever a mobiliza??o de tais pr?ticas s?cio-hist?ricas na elabora??o de matrizes para o
ensino de conceitos e habilidades geom?tricas relacionadas a ?ngulos, semelhan?a de
tri?ngulos, proporcionalidade e simetria na forma??o de professores de Matem?tica. O
registro de toda a trajet?ria de investiga??o das pr?ticas s?cio-hist?ricas, da a??o
formativa, foi realizado com base nos pressupostos epistemol?gicos da Educa??o
Etnomatem?tica, propostos por Vergani (2000, 2007) e D Ambrosio (1986, 1993, 1996,
2001, 2004). e nas concep??es de Alain Bishop acerca da Encultura??o Matem?tica. Ao
final do estudo apresento minhas impress?es quanto ?s contribui??es mobilizadas das
pr?ticas s?cio-hist?ricas e culturais para a matem?tica escolar, no sentido de dar
significa??o ? forma??o conceitual e did?tica dos alunos, principalmente nas implica??es
da Educa??o Etnomatem?tica proposta por Vergani (2000, 2007) para a forma??o de
futuros professores de Matem?tica
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14310 |
| Date | 14 December 2010 |
| Creators | Barros, Osvaldo dos Santos |
| Contributors | CPF:12432962249, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4704236U8, Silva, Maria Jos? Ferreira da, CPF:11571931880, R?go, Rog?ria Gaud?ncio do, CPF:30911613404, http://lattes.cnpq.br/3882610066313180, Quaresma, Jo?o Cl?udio Brandemberg, CPF:26425726253, http://lattes.cnpq.br/3873561463033176, Almeida, Maria da Concei??o Xavier de, CPF:27708802415, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787342H4, Fossa, John Andrew, CPF:13056476453, http://lattes.cnpq.br/2466525106349625, Mendes, Iran Abreu |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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