Banca de DEFESA: JOSIVANIA NAIR DE SOUZA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JOSIVANIA NAIR DE SOUZA
DATE: 17/02/2022
TIME: 10:00
LOCAL: CAA - em ambiente virtual devido à pandemia de COVID
TITLE:
KEY WORDS:

Relationship to Knowledge; Improbable Success Sociology; Actanctial SelfReflexive Narratives; Resilience; Parents and Teachers’ Role in the mobilization of their children/students.

PAGES: 171
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The present paper was set to investigate how teachers coming from humble origins describe
their parents and teachers’ contributions in the construction of their relationship to Knowledge
and in the mobilization of mathematical Knowledge learning. To reach our objectives we
resorted to the alternate form of paper, the multipaper, which allowed us to structure the
research in three independent articles, with objectives, methodologies and results of their own,
albeit complementary within. The first article of this paper is an exploratory research developed
from Educational Research Mapping (horizontal and vertical), in which we sought to analyze
how Bernard Charlot’s definitions of relationship notion to Knowledge were used in thesis and
papers in the context of Math Teaching; in our quest we noted a weakness in the treatment of
the relation to Knowledge, more specifically concerning the identification of what the authors
themselves understand as the relation to Knowledge. The definitions are presented in a generic
way and with little room for updating. The second and third articles on this paper are empirical
researches in which we used the Case Study methodology from the actantial self-reflexive
narrative as proposed by C. Xypas, to investigate the success of students from humble origins,
inspired by the semiotic model proposed by A. J. Greimas. The second article is an
autobiographic narrative of one of the paper’s authors. The article sought to understand how a
girl raised in the farm, daughter of semi-illiterate parents, who worked as a marketer from age
seven to twenty-three, became a Math teacher. From which we could assert that the success of
students from humble origins has to do with the way in which they internalize certain traumatic
experiences and with the kind of support they received, fostering their resilience. The third
article deepens the study made in the second article through the Case Study of three Math
teachers from humble origins. The research set out to analyze how humble origin
mathematicians describe the contributions of their parents and teachers in their Math knowledge
mobilization, through the relations of meaning and of value attributed to school and/or to school
knowledge. From this study, we inferred that the research participants described that their
parents contributed in their mobilization of knowledge, encouraging them to go to school -
pointing that studying would be the best route into becoming “somebody” -, and stimulating
them so they could achieve financial Independence. Meanwhile, the teachers cited by the
participants contributed showing the meaning and value of the taught contents, raising the level
of the mobilization of knowledge in their students and proposing them a meaningful learning.

BANKING MEMBERS:
Interno - 3095607 - CONSTANTIN XYPAS
Interno - 1528949 - JOSE DILSON BESERRA CAVALCANTI
Externa à Instituição - SOLEDAD VERCELINO
Externa à Instituição - VALERIA MARIA DE LIMA BORBA - UFCG