Democracia e diálogo na escolha do tema na modelagem matemática
Prane, Bruna Zution Dalle
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The question that guides this research is: the extent to which democracy and the process dialogic are shown in the choice of theme in Mathematical Modeling activities in the classroom? To answer this problem, it was selected, as a general goal: discuss the democratic and dialogical process in Mathematics Modeling activities as regards the choice of theme. It was analyzed the annals of V, VI, VII and VIII National Conference on Mathematical Modelling in Mathematics Education to understand how the idea of democracy and dialogue are dealt. At all, it was analyzed 324 articles, thirty related explicitly with the word democracy and 105 the word dialogue. In what regard to democracy, the Modeling is associated with this concept, since it allows to build and consolidate a democratic society and the when a modeling activity is developed in the classroom the environment is considered democratic, since, democratic and dialogical postures are developed. On regard to dialogue, it was noted that generally work associate this idea to theories of Paulo Freire, Habermas and Skovsmose. The analyzes suggest that Modeling enables you to develop a dialogic approach in the classroom. Thus, the students feel free to express their opinions and criticisms on the issues problematized. With respect to the corpus of this study, it was analyzed the narratives of students from 7th grade (8th year) of a state school in the city of São Carlos (SP) and of the research professor, developed during the activities in which occurred the process of choosing of the topic of Modeling. The analysis shows that, although the researchers of the Mathematical Modeling area understand the process of choosing of the theme as democratic, it was found indications that, in it, the teacher governs the students, despite the freedom that is granted to choose the topic of your interest. Freedom that this that has limits. The dialogue in this situation was not neutral, it led the students to the questions that researcher teacher would like to address. Make analyzes with the post-structuralist look led to consider too, that students are made in that process and this implies that when they express their opinions, they reproduce the thoughts of other people, since there are truths schemes which define what may or may not be said.