Percurso de estudo e pesquisa: condições e restrições reveladas pelas teses defendidas no Brasil na área da educação matemática de 2011 a 2021

Abstract

This research is a doctoral thesis of the Graduate Program in Science and Mathematics Education (PPGECM) of the Federal University of Pará (UFPA). It consists of qualitative bibliographical research. For its accomplishment we started from the following research questions: "What are the conditions and restrictions of those who applied a Study and Research Path - SRP? What are the advances and perspectives of SRP in the context of mathematics teaching and learning? To answer these questions, we conducted a systematic review of the literature using a systematic review protocol, and then we conducted an analysis of selected doctoral research in Brazil from 2011 to 2021, through a qualitative meta-synthesis focusing on theses that made use of the didactic methodological device SRP. We assume as hypotheses that: a) through the studies of research that used the SRP in Brazil, we can identify characteristic elements of manipulation of a SRP, being possible to reveal the conditions and constraints of its development, as well as the advances of the SRP regarding the teaching and learning of Mathematics in Brazil; b) from the characterization of SRP emanate perspectives that allow us to categorize them. The general objective of this study was to describe the main characteristics of the use of SRP in Mathematics Education theses defended in Brazil, from 2011 to 2021. As specific objectives, we defined the following: a) to make a panorama of researches with SRP in Brazil from its characterization; b) to identify the main research problems of the analyzed theses, seeking to characterize the main elements that compose a SRP; c) to elaborate comparative charts of SRP characteristics and to create categories. Chevallard's Anthropological Theory of Didactics (ATD) is the main structural basis of the research, since its elements guarantee a consistent SRP and provide us with subsidies for the analysis of this device. As results, state-of-the-art tables were elaborated that revealed main characteristics that delineate a SRP, such as: classification of the SRP; composition of the SRP systems; starting point of the WBS; emergence of the generating question Q; dynamics of emergence and unfolding of the question Q; dynamics of construction of the answer R to the question Q from the study, deconstruction, questioning and reconstruction of R (answers to the questions Qi generated from the question Q) and from the studies of the works; particularities of the production functions: chronogenesis, mesogenesis and topogenesis; structuring principles of the SRP and the corresponding dialectics. Thus, the analyses of characteristics in the selected research, was determinant to reveal conditions and restrictions of didactic and adidactic interventions through the SRP device, which contributed to reveal a panorama of SRP in Brazil and more precisely, assisted in the categorization of the types of SRP.