Etnomatemática na formação do professor de matemática: importância da disciplina na estrutura curricular da licenciatura
This work aims to investigate the importance of the discipline of Ethnomathematics in the initial training of Mathematics teachers. To this end, a survey and analysis of the curricular structures of all Mathematics Degree courses in Rio Grande do Norte, which carry out face-to-face activities and...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/50919 |
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| Resumo: | This work aims to investigate the importance of the discipline of Ethnomathematics in the initial
training of Mathematics teachers. To this end, a survey and analysis of the curricular structures of
all Mathematics Degree courses in Rio Grande do Norte, which carry out face-to-face activities
and which are currently active, were initially carried out, in order to study the frequency that the
discipline of Ethnomathematics appears, either optionally or mandatory. The main aim is to
observe traits and characteristics of Ethnomathematics conceptions in the aforementioned menus.
After the analysis, the author carried out a survey, using Google Forms as a tool, seeking to
understand how the students of the Mathematics Degree course, specifically, the students of the
Federal University of Rio Grande do Norte-UFRN, Caicó-Campus campus, RN see the
importance of this discipline in initial training and if it is possible to change the traditional
characteristics of teaching Mathematics using the culture, tradition and reality of the student, that
is, using Ethnomathematics. As an instrument of investigation of this work we have an interview
with Professor Dr. Francisco de Assis Bandeira, this interview aimed to present the process of
insertion of the discipline of Ethnomathematics in the curricular structure of the Licentiate in
Mathematics course at the Federal University of Rio Grande do Norte-UFRN, Caicó-RN campus.
This interview took place virtually through the Google Meet platform. Based on this, the study
sought to answer the following question: How can Ethnomathematics, when approached in the
initial training of Mathematics Teachers, contribute to the professional practice of teachers and
change the traditional model of Mathematics teaching? As a result, it is pointed out that there are
several contributions to explain the concept of Ethnomathematics for future teachers, from the
change in teaching to the absorption of mathematical content by students. Bringing school
contents closer to the student's reality can lead to greater student interest and a better relationship
with Mathematics, because Ethnomathematics gives meaning to what is being studied. |
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