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Educação matemática no curso pedagogia das águas: reflexões dos professores em formação
(Universidade Federal do Pará, 2012-04-04) SOUZA, Janaína Carvalho de; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; https://orcid.org/0000-0002-4092-7973
This research developed at Masters level, entitled Mathematics Education Course in Pedagogy of the Waters: Reflections of teachers in training, is located in the field of mathematics education, discussion, questioning about the terms in which the training course in pedagogy of water allowed to educators riparian Abaetetuba-Pa use Amazonian culture in mathematics classes in the early years. The overall objective is to investigate how mathematics education was seen during the course, which reflected in teacher training. Field diary, semi-structured interviews, informal conversations and analysis of documents: for the purposes of qualitative research some instruments for data collection, such as were used. As main theoretical results we have: Brito (2008), Queiroz (2009), M. Sousa (2010) and E. Sousa (2010), with its developed research on mathematics education; D'Ambrosio (1999, 2005), Lorenzato (2006 ), Gill (2006), Nacarato (2009) and Gomes (2009) ideas about teacher education, mathematics education and mathematics teaching in early years; Freire (2011) on addressing the literacy process; Ribeiro (2010) Hage ( 2006), Loureiro (2001) and Ferreira et al (2007) for evidence on rural education and riparian education, and Morin (2003) with some teachings on Complex Thought. The survey enables us to state that the knowledge about riparian enhancement of cultural knowledge plays an important role in the teaching and learning process, given that they recognize this process.