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Modos de participação nas aulas de matemática em contexto multicultural
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Orientador(es)
Resumo(s)
Este estudo incide sobre as formas de participação nas aulas de
Matemática de alunos de origens culturais distintas. Foram definidos, como
objectivos, a caracterização (1) da estrutura da prática das aulas de Matemática,
identificando as rotinas mais marcantes e o modo como se desenvolvem as
actividades matemáticas; (2) do empenhamento mútuo, analisando as interacções
entre professora e alunos, e destes entre si; (3) do recurso ao repertório
partilhado da comunidade, analisando as formas de participação no
desenvolvimento de rotinas, o recurso aos artefactos materiais, e o
posicionamento perante novos artefactos matemáticos e na negociação do
significado matemático.
A aprendizagem situada foi a perspectiva teórica dominante, e, assim, foi
assumido que a aprendizagem tem lugar no seio de comunidades de prática, e a
sua expressão é a participação cada vez mais plena nas suas práticas.
A recolha dos dados, de natureza qualitativa, foi efectuada em ambiente
natural, nas aulas de Matemática de uma turma multicultural de 9° ano, com
recurso à observação presencial, gravação áudio e entrevistas a alunos e
professora.
Relativamente às questões culturais, foi possível concluir que (i) nas
alunas de origem africana e chinesa são visíveis alguns aspectos próprios das
minorias voluntárias, nomeadamente as dificuldades com a língua e o
reconhecimento da importância da escola; (ii) foi evidente a adopção da
estratégia de acomodação sem assimilação, um motivo possível da não
existência de diferenças significativas entre os seus modos de participação e os
dos restantes alunos.
No que diz respeito ao empenhamento mútuo, (i) a relação pessoal entre
professora e alunos foi o aspecto mais marcante e proporcionou um ambiente
favorável à participação destes e o atenuar de assimetrias; (ii) a professora
enquadrou-se na categoria de proactiva e, aparentemente, não deixou que as
expectativas iniciais influenciassem o modo como interagiu com as alunas,
proporcionando igualdade de oportunidades; (iii) as alunas de origem africana
evidenciaram uma relação pessoal mais forte, devido às suas afinidades a nível
cultural, mas existiu também um bom relacionamento com os outros elementos
da turma, não tendo sido observada tentativa de predomínio de uma cultura
sobre outra; (iv) o empenhamento mútuo propiciou a eliminação de obstáculos
decorrentes das diferenças culturais e, consequentemente, a existência de
igualdade de oportunidades na aprendizagem e um ambiente favorável à
ausência de manifestações racistas.
Na negociação do significado matemático, (i) foi evidente a interacção
entre participação e reifícação, e a necessidade do seu equilíbrio nessa
negociação; (ii) as alunas revelaram diferentes graus de envolvimento, que se
enquadram claramente na categoria da periferalidade.
Relativamente aos aspectos relacionados com a identidade, foi possível
concluir que (i) pela participação nas práticas, estas alunas puderam formar uma
auto-imagem e uma imagem dos outros acerca da competência em Matemática;
(ii) a imaginação influenciou os seus modos de participação e alinhamento.
This study focuses on the forms of participation of students of different cultures in the mathematics classes. The objectives defined were the characterization (1) of the structure of the practice of the mathematics classes, identifying the more relevant routines and the way how the mathematics activities develop; (2) of the mutual engagement, analysing the interactions between teacher and students, and between students; (3) of the resource to the shared repertoire of the community, analysing the forms of participation in the routines development, the resource to the material artefacts, and the positioning towards new mathematic artefacts and the negotiation of mathematical meaning. The situated learning was the dominant theoretical perspective, and, thus, it was assumed that learning happens in the communities of practice, and its expression is the increasing participation in their practices. The data collection, of qualitative nature, was made in natural environment, in the mathematics classes of a multicultural class of the grade, with the resource to direct observation, audio record and interviews with students and teacher. In relation to the cultural issues, it was possible to conclude that (i) the African and Chinese origin students show some aspects that are characteristic of the voluntary minorities, in particular the difficulties with the language and the recognition of the importance of the school; (ii) it was clear the adoption of the strategy of accommodation without assimilation, a possible reason of the inexistence of significant differences between their and the other students forms of participation. As far as the mutual engagement is concerned, (i) the personal relationship between teacher and students was the more relevant aspect and provided a suitable environment to the participation of the latter and the attenuation of asymmetries; (ii) the teacher belonged to the proactive category, and apparently did not let the initial expectations influence the form how she interacted with the students and provided equal opportunities; (iii) the African origin students showed a stronger relationship, due to their cultural affinities, but there was also a good relationship with the other members of the class, and predominance attempts of one culture upon other were not observed; (iv) the mutual engagement provided the elimination of obstacles due to the cultural differences and, consequently, the existence of equity of opportunities in the learning and a suitable environment to the absence of racial driven behaviours. In the negotiation of mathematical meaning, (i) it was clear the interaction between participation and reification, and the need of its balance in that negotiation; (ii) the students demonstrated different degrees of engagement, which clearly are framed in the peripherality category. As to the identity related aspects, it was possible to conclude that (i) by participation in the practices, these students became able to form a self-image and an image of the others about the competence in mathematics; (ii) the imagination influenced their forms of participation and alignment.
This study focuses on the forms of participation of students of different cultures in the mathematics classes. The objectives defined were the characterization (1) of the structure of the practice of the mathematics classes, identifying the more relevant routines and the way how the mathematics activities develop; (2) of the mutual engagement, analysing the interactions between teacher and students, and between students; (3) of the resource to the shared repertoire of the community, analysing the forms of participation in the routines development, the resource to the material artefacts, and the positioning towards new mathematic artefacts and the negotiation of mathematical meaning. The situated learning was the dominant theoretical perspective, and, thus, it was assumed that learning happens in the communities of practice, and its expression is the increasing participation in their practices. The data collection, of qualitative nature, was made in natural environment, in the mathematics classes of a multicultural class of the grade, with the resource to direct observation, audio record and interviews with students and teacher. In relation to the cultural issues, it was possible to conclude that (i) the African and Chinese origin students show some aspects that are characteristic of the voluntary minorities, in particular the difficulties with the language and the recognition of the importance of the school; (ii) it was clear the adoption of the strategy of accommodation without assimilation, a possible reason of the inexistence of significant differences between their and the other students forms of participation. As far as the mutual engagement is concerned, (i) the personal relationship between teacher and students was the more relevant aspect and provided a suitable environment to the participation of the latter and the attenuation of asymmetries; (ii) the teacher belonged to the proactive category, and apparently did not let the initial expectations influence the form how she interacted with the students and provided equal opportunities; (iii) the African origin students showed a stronger relationship, due to their cultural affinities, but there was also a good relationship with the other members of the class, and predominance attempts of one culture upon other were not observed; (iv) the mutual engagement provided the elimination of obstacles due to the cultural differences and, consequently, the existence of equity of opportunities in the learning and a suitable environment to the absence of racial driven behaviours. In the negotiation of mathematical meaning, (i) it was clear the interaction between participation and reification, and the need of its balance in that negotiation; (ii) the students demonstrated different degrees of engagement, which clearly are framed in the peripherality category. As to the identity related aspects, it was possible to conclude that (i) by participation in the practices, these students became able to form a self-image and an image of the others about the competence in mathematics; (ii) the imagination influenced their forms of participation and alignment.
Descrição
Tese de Mestrado em Ciências da Educação (Educação Intercultural) apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2003
Palavras-chave
Teses de mestrado - 2003 Cultura Matemática Aprendizagem Comunidades de prática Participação Identidade