Educação matemática e cognição corporificada em uma classe hospitalar: vivências partilhadas

Abstract

This study aims to analyze how experiences shared by people who attend or have attended hospital classroom reverberate the relation between mathematics education and socio-sensory components, when mathematics education is considered from embodied cognition perspective and, thus, intertwined to the personal paths of pupils and educator. The other research participants are four students and a former student, all of them women, from a hospital class in Belém/PA. The data were produced through semi-structured interviews and pedagogical activities, and are grouped in two central themes: (re)signification of experiences in mathematics education and the intertwining of dialogical paths. Data analysis and discussion are based mainly on studies on pedagogical monitoring in hospital and home environments, as well on studies on mathematics education from the embodied cognition perspective. I believe that results throughout the research carried out the participants support the thesis that when socio-sensory elements are assumed as inseparable from teaching and learning, the experiences related to mathematics education in hospital classroom contribute to the entanglement of the pupils´ repertoire, as well as providing a movement of educator self-training.