Banca de DEFESA: GLAUCE VILELA MARTINS

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : GLAUCE VILELA MARTINS
DATE: 10/06/2021
TIME: 14:00
LOCAL: realizada por webconferência devido ao contexto da COVID-19
TITLE:
KEY WORDS:

Curriculum. Combinatorics. Youth and Adult Education. Theory of Conceptual Fields.

PAGES: 105
BIG AREA: Outra
AREA: Multidisciplinar
SUMMARY:

Mathematics curricula in Youth and Adult Education (EJA) should stimulate different
forms of reasoning, taking into account the characteristics of students in this type of
teaching. Therefore, the present doctoral study aimed to analyze the convergences
and divergences of the teaching and the learning of Combinatorics in EJA in the
different curricular instances proposed by Sacristán (2000) (prescribed, presented,
molded, in action, carried out and evaluated curriculum), seeking to understand in each
of them how this knowledge is organized in relation to Vergnaud's conceptual tripod
(1986) (S, I, R: situations, invariants and symbolic representations). For this, the
research was divided into four stages. In the first stage, the guidelines for teaching and
learning Combinatorics were examined in prescribed curricula for the first and second
segments of EJA. It was observed, in the documents, proximity between the
information contained for the two segments of EJA regarding the prescriptions
concerning situations, invariants and symbolic representations. In Step 2, textbooks
approved in the PNLD-EJA - 2014 for both segments were analyzed, with 41
Combinatorial problems identified. It was evident that among the different situations
presented, there was a higher frequency of permutations for the first segment and
combinations for the second segment. Most of the problems presented only a
statement and requested the use of manipulatives to solve them. The Combinatorics
invariants were not included in the orientation of the problem situations. In the third
stage, two teachers were interviewed and their respective lesson plans were analyzed.
Teachers showed little knowledge of the content, of their approach to curricular
materials and of the teaching and learning processes. However, in the modeling and
presentation of aspects to be evaluated, they presented different combinatorial
situations, their invariants, and different symbolic representations. In Step 4, two
classes of each teacher were observed, verifying their teaching practices, as well as
the effects of these practices. It was noticed that the teachers contemplated in their
curricula in action different Combinatorial situations, being in the 1st segment only
products of measures and four types of situation in the 2nd segment. Invariants were
included in the development of their classes, as well as the use of drawings, images,
listings and trees of possibilities as symbolic representations. Regarding the effects of
practices, both students and teachers showed learning related to the tripod (S, I, R),
with the development of strategies to systematize the data contained in the problems.
Thus, it is concluded that there are more convergences than divergences in the
curricular instances in the first two segments of the EJA, which does not favor the
deepening with regard to the situations, the invariants and the symbolic
representations of the Combinatorium treated in this teaching modality. Such results
imply necessary reforms made in the legal frameworks of EJA at the national level,
with subsequent restructuring of textbooks, as well as continued training for teachers,
to enable advances in teaching knowledge in relation to the content of Combinatorics
so that the practice can contribute in a meaningful and effective way in the
development of the combinatorial reasoning of young and adult students.

BANKING MEMBERS:
Presidente - 384660 - RUTE ELIZABETE DE SOUZA ROSA BORBA
Interna - 3205409 - FATIMA M LEITE CRUZ
Interna - 2132360 - LILIANE MARIA TEIXEIRA LIMA DE CARVALHO
Externa à Instituição - EDDA CURI - UNICRUZ
Externo à Instituição - GILBERTO JANUÁRIO