Um olhar sociológico sobre a relação de professores com materiais curriculares de matemática na educação de jovens e adultos

Abstract

The general theme of this research is the analysis of the relationship established between teachers who teach Mathematics in Youth and Adult Education (YAE) and Curricular Materials (CM) used in pedagogical practice. From this, we structured four research objectives that, although independent, are articulated around the understanding of the teacher-MC relationship in the pedagogical practice carried out at YAE: (I) Systematize the national scientific production on the subject of Mathematics Curricular Materials (CM) in scientific articles indexed in the Journal Portal of the Coordination for the Improvement of Higher Education Personnel published between 2015 and 2021, considering the structural aspects of the research area such as quantity, spatial distribution, themes, theoretical and methodological approaches. (II) Analyze and characterize the interactional dimension (ID) of the pedagogical practice built from the relationship established between Mathematics teachers and CM that they use daily in the design of classes at YAE, as well as understanding how factors present in these contexts and CM affect the design of pedagogical practice in this dimension. (III) Analyze and characterize the structural dimension (SD) of the pedagogical practice built from the relationship established between Mathematics teachers and CM that they use daily in the design of classes at YAE, as well as understanding how factors present in these contexts and CM affect the design of pedagogical practice in this dimension. (IV) Identify the principles underlying the recontextualization of Educational Curricular Materials (ECM) when moved to the YAE context. Each objective was described and presented in a chapter of this thesis with specific methodologies and results for each of them. This organization of objectives results from the choice of the multipaper writing format. The results point to the lack of investigations into CM in Early Childhood Education, YAE and Higher Education. No study was identified correlating teacher and MC relationships in YAE. In this sense, it is necessary to go beyond research into structural and descriptive aspects of CM, also contemplating the relationship that teachers and students establish with these resources. We noticed variation in control over DI rules, indicating a pedagogical practice of non-stable frameworks with alternating tendencies. In this way, control over what to study (selection), the order in which this occurs (sequencing) and what is expected to be learned (evaluative criteria) was concentrated on the teacher (strong framing). In relation to hierarchical rules and rhythm, the characteristics of the practice indicate a tendency to weaken the framework, this suggests that teachers respect students' different learning times and favor horizontal communication relationships. The results indicated that the transformations that occur in the SD of pedagogical practice carried out in the classroom and the situations that promoted variation in classification, defined a pedagogical practice characterized by spaces visibly demarcated between subjects and specialized discourses. This practice identified by strong classification privileges individual work, legitimizes the discourses provided by teachers, promotes hierarchization between contents with a preference for academic discourse and specialization of mathematical content in relation to other contents. The CM acted as a support element for students, but did not provide support to teachers for outlining pedagogical practice in structuring spaces. Among the principles underlying the recontextualization of ECM when moved to YAE, we highlight the text of the material, the linking of choice to a logical chain between contents, the intention of teachers to legitimize a directive teaching methodology, the heterogeneity and specificities of students in this modality and teachers not considering the ECM guidelines. The ECM applied were not prescriptive objects with a static message, on the contrary, they were subjected to transformations to meet the complexity of the context.