Matemática escolar e tecnociência: um estudo com professoras da Educação Básica

Abstract

This study aims to anals how the teachers, who worked in the Basic Education and were lato sensu Postgraduate students, expressed the relation between the school mathematics and technoscience. Thirty students of the Specialization Course in Mathematics for the Basic Education participated in the research, which took place at Instituto Federal de Educação, Ciência e Tecnologia of Rio Grande do Sul – Bento Gonçalves campus, from February 2017 to July 2018. The theoretical-methodological contribution which supported this study is found in the propositions of Masschelein, Simons, Arendt, Dussel, Días, Larrosa; Bensaude-Vincent, Sibilia, Martins, Sennet, among others. The research data was composed by narratives made by the participants of the study in the Selection Process Test of the referred Course, the journal proposed for its experience during the Course and by an activity done in one of the curricular subjects. Only the works done in the first semester were taken into consideration. The analytical exercise showed that, for the participants of the study, in Basic Education, school mathematics and technoscience are linked, since accessing technoscientifical advances that marks contemporaneity requires the learning of formal mathematics knowledge and this learning is qualified with the use of information and communication digital technologies, in other words, with the use of technoscientifical artifacts. This statement indicates that the participants of the study are subjected to the dispositive of technoscientificity.