Banca de QUALIFICAÇÃO: PATRICIA DA SILVA PINTO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : PATRICIA DA SILVA PINTO
DATE: 22/12/2023
TIME: 15:00
LOCAL: google meet
TITLE:

Contextualization of Mathematics in Quilombola School Education: a perspective on the theory of conceptual fields

KEY WORDS:

Culture; contextualization; learning

PAGES: 55
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

In Quilombola School Education, there is a great need to provide students with access to mathematical knowledge, combined with the appreciation of traditional practices and knowledge that can contribute to cognitive development, conceptualizing important meanings in the teaching and learning process of children and adolescents (VIGOTSKY, 1988). Therefore, we propose a teaching strategy that will enable the assimilation of mathematical content, valuing the student's prior knowledge so that they acquire significant knowledge. What we seek with this project is to discuss, above all, the mental actions applied in solving mathematical problems contextualized in the daily lives of students in the social context in which they are inserted, through the Theory of Conceptual Fields by Gérard Vergnaud (1933-2021), which “provides elements for analyzing students’ difficulties and constitutes, for us, a powerful tool for constructing problem situations” (MAGINA; MERLINI; 2012, p.4). The general objective of this work is to describe the process of conceptualization of mathematical concepts by quilombola students from the 4th and 5th year in a didactic sequence involving problem solving contextualized in the quilombola daily life of Murumuru, in other words, how mathematical concepts are approached in the classroom. class and used by students in problem solving. A case study will be developed, with a predominantly qualitative research approach, however, there is the possibility of collecting quantitative data. This research could significantly contribute to research in mathematics education through the study and interpretation of contextualization in didactics, from the perspective of conceptual fields. Furthermore, the findings from this study can be extremely valuable in improving the process of teaching and student learning by replicating successful practices in implementing conceptual field study in the multiplicative framework.

COMMITTEE MEMBERS:
Presidente - 1980548 - GLAUCO COHEN FERREIRA PANTOJA
Interna - ***.262.178-** - LETICIA SANCHES SILVA - UNESP
Externo ao Programa - 1797161 - EDNILSON SERGIO RAMALHO DE SOUZA - UFOPAExterno à Instituição - NATHAN CARVALHO PINHEIRO - UnB