Banca de DEFESA: JOSIAS PEDRO DA SILVA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : JOSIAS PEDRO DA SILVA
DATE: 29/08/2023
TIME: 14:00
LOCAL: https://meet.google.com/rgb-trqs-xax
TITLE:

Teachers' documentation who teach mathematics in  EJA-CAMPO classes.

KEY WORDS:

Didactics' Documental Approach. Documentation. Resources. Critical Mathematics Education. Field Education. Youth and Adult Education

PAGES: 273
BIG AREA: Outra
AREA: Multidisciplinar
SUMMARY:

The thesis articulates the domains of the Didactics’ Documental Approach to Critical Mathematics Education, Rural Education, and Youth and Adult Education, which constitute themselves in the theoretical lens of the research. It aims to understand the documentation of teachers who teach mathematics in Youth and Adult Education classes in the Countryside and the relationship with aspects of the local peasantry. The first stage consists of building a systematic literature review to, on the one hand, know about the results of national and international studies that fall within and/or relate to the exact domains and, on the other hand, place the thesis within this framework. The second stage is characterized by an experiment with four teachers who teach mathematics in EJA Campo classes in a municipality in the Agreste region of Pernambuco. It uses some steps of the Reflective Investigation Methodology to produce the present text, based on the data that were collected across: semi-structured interviews; presentation of the resources available at the school, carried out by the participating teachers and recorded in video and audio; schematic representation (map) of the resources produced by the teachers; observation of planning and planning classes. Of the 149 studies that made up the corpus of the systematic review, only three approached the object of this thesis by contemplating specific sociocultural contexts. Concerning the survey with EJA Campo teachers, the results showed the diversity of resources they exhibit, emphasizing resources related to Digital Information and Communication Technologies, most used in remote teaching during the Covid pandemic -19. Other resources, such as activities printed on paper, occurred due to the precariousness of internet access in rural areas and integrated the resources of the participating teachers. The learning environments proposed by the teachers are associated with lists of exercises referring to pure mathematics. However, the reference to a semi-reality also appears to a lesser extent. The observation of classes showed the presence of dialogical acts, such as: establishing contact, reformulating, perceiving, thinking aloud, and recognizing. We consider that learning environments are resources that play a prominent role in teachers' activity and influence their decisions regarding selecting and combining resources for a given class of situations. Although the teachers' resources do not explicitly relate to aspects of the realities of the EJA Campo students, the use schemes, mobilized by the teachers, transform such resources into documents from the perspective of the Didactics' Documental Approach, and denote to the local peasantry

COMMITTEE MEMBERS:
Presidente - 2306894 - IRANETE MARIA DA SILVA LIMA
Interna - 2132360 - LILIANE MARIA TEIXEIRA LIMA DE CARVALHO
Externa à Instituição - AMANDA QUEIROZ MOURA
Externo à Instituição - DILENO DUSTAN LUCAS DE SOUZA - UFJF
Externa à Instituição - VERONICA GITIRANA GOMES FERREIRA - UFPE