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Matemática com arte : um microprojecto intercultural adaptado a alunos da Escola de Dança do Conservatório Nacional
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Em Portugal continuamos a ter alunos que encaram o conhecimento académico,
nomeadamente a Matemática, como desprovido de significado. Contudo, existem casos
de escolas nas quais muitos deles conseguem encontrar um sentido para o seu futuro. A
Escola de Dança do Conservatório Nacional (EDCN) é uma delas. Apresentando uma
cultura de escola marcante, enquanto escola vocacional, os alunos que a frequentam
procuram construir um futuro na área da Dança.
O quadro de referência teórico desta investigação assenta na abordagem histórico-cultural da aprendizagem, nomeadamente no trabalho colaborativo entre os alunos, e na
educação intercultural inspirada na etnomatemática, enquanto forma de dar significado às
actividades académicas. Conceitos como cultura, contrato didáctico, zona de
desenvolvimento proximal, natureza das tarefas, ou microprojecto interdisciplinar e
intercultural fazem parte do suporte teórico deste trabalho.
Este estudo insere-se no nível de investigação-acção do projecto Interacção e
Conhecimento. Segue, por isso, uma abordagem crítica e interventiva, procurando que os
alunos atribuam significado à Matemática que aprendem na escola, promovendo os seus
melhores desempenhos. O projecto IDMAMIM de inspiração para o microprojecto
intercultural e interdisciplinar. Os participantes incluem os 16 alunos do 9° ano da EDCN,
os docentes de Educação Visual, Português, História e Matemática, sendo esta última
professora/investigadora. Os instrumentos de recolha de dados foram a observação
participante (áudio e/ou vídeo gravada), questionários, entrevistas e protocolos dos
alunos.
Os resultados iluminam a influência do contrato didáctico nas práticas de sala de
aula e na relação entre alunos, professora/investigadora e conhecimento. Revelam os
contributos do trabalho colaborativo e do microprojecto na apropriação de conhecimentos
matemáticos, ilustrados em excertos de interacções e referidos nos questionários e/ou
entrevistas. Iluminam a satisfação dos alunos por relacionarem a Matemática com outras
disciplinas e com actividades artesanais e artísticas, estabelecendo conexões com o
quotidiano e com diversas culturas, bem como interrelacionando conhecimentos.
In Portugal there are still students who look upon academic knowledge, namely Mathematics, as having no meaning. However, in some schools many of them manage to find a meaning for their future. The Dance School of the National Conservatory {Escola de Dança do Conservatório Nacional - EDCN) is one of these. As a vocational school, it has a strong school culture, and students attending it seek to build a future in Dancing. The theoretical background of this research is groimded in the historical-cultural approach of learning, namely in collaborative work between students and in intercultural education inspired in ethnomathematics, as a way of bringing meaning to academic activities. Constructs such as culture, didactic contract, zone of proximal development, nature of tasks or interdisciplinary and intercultural micro-project are part of the theoretical framework. This study integrates the action-research level of the project Interaction and Knowledge. Therefore, it follows a critical, interventive approach, aiming for students to attribute meaning to the Mathematics they leam in school, promoting their performances. The IDMAMIM Project inspired the intercultural and interdisciplinary micro-project. Participants include the EDCN' s sixteen 9th grade students and the Art, Portuguese, History and Mathematics teachers, the latter being a teacher/researcher. Data were collected through participant observation (audio and video-taped), questionnaires, interviews and students' protocols. The results illuminate the influence of the didactic contract on classroom practices and on the relations between students, the teacher/researcher and knowledge. They show the contribution of collaborative work and of the micro-project to the appropriation of mathematical knowledge, illustrated in interaction excerpts and accounted in the questionnaires and/or the interviews. They illuminate students' satisfaction for relating Mathematics to other subjects and to handicraft and other artistic activities, establishing ties with everyday life and with different cultures, as well as inter-relating knowledge.
In Portugal there are still students who look upon academic knowledge, namely Mathematics, as having no meaning. However, in some schools many of them manage to find a meaning for their future. The Dance School of the National Conservatory {Escola de Dança do Conservatório Nacional - EDCN) is one of these. As a vocational school, it has a strong school culture, and students attending it seek to build a future in Dancing. The theoretical background of this research is groimded in the historical-cultural approach of learning, namely in collaborative work between students and in intercultural education inspired in ethnomathematics, as a way of bringing meaning to academic activities. Constructs such as culture, didactic contract, zone of proximal development, nature of tasks or interdisciplinary and intercultural micro-project are part of the theoretical framework. This study integrates the action-research level of the project Interaction and Knowledge. Therefore, it follows a critical, interventive approach, aiming for students to attribute meaning to the Mathematics they leam in school, promoting their performances. The IDMAMIM Project inspired the intercultural and interdisciplinary micro-project. Participants include the EDCN' s sixteen 9th grade students and the Art, Portuguese, History and Mathematics teachers, the latter being a teacher/researcher. Data were collected through participant observation (audio and video-taped), questionnaires, interviews and students' protocols. The results illuminate the influence of the didactic contract on classroom practices and on the relations between students, the teacher/researcher and knowledge. They show the contribution of collaborative work and of the micro-project to the appropriation of mathematical knowledge, illustrated in interaction excerpts and accounted in the questionnaires and/or the interviews. They illuminate students' satisfaction for relating Mathematics to other subjects and to handicraft and other artistic activities, establishing ties with everyday life and with different cultures, as well as inter-relating knowledge.
Descrição
Tese de mestrado em Educação (Didáctica da Matemática), apresentada à Universidade de Lisboa através da Faculdade de Ciências, 2005
Palavras-chave
Cultura escolar Trabalho colaborativo Interdisciplinaridade Matemática Teses de mestrado - 2005