The mathematics teacher in the Suburb: adjusting the rhythm for the previous student knowledge / O professor de matemática na periferia: acertando o passo para o conhecimento (primeiro) do educando

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

The present work has as an objective to understand in what extension the mathematics teachers are attentive for the potential of a pedagogic work that takes into account the socio-geographical-cultural context in the processes of school education. Searching for evidences based in the freirean listening and in the etnomathematics posture - an analysis of qualitative nature - I used the answers of 15 teachers of mathematics from the schools of the municipal district of Perus based on questions previously prepared by the researcher. Meanings were attributed to the manifestations/answers of those teachers in a path of convergence, and was evident that, on the one side, there is little or no attention from the part of the teachers in attribute value to the attitude of take into account the previous student knowledge. On the other hand, other questions - implicit in the work as a whole were included, but no sufficiently explicit or set in terms of content, for a possible critical discussion.

ASSUNTO(S)

periferia mathematical education suburb conhecimento prévio etnomathematics etnomatemática listening escuta educação matemática previous student knowledge

ACESSO AO ARTIGO

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