Professores da Educação Primária trabalhando em fronteiras Matemáticas
Resumo
Usando a metáfora da fronteira para retratar a separação que geralmente existe entre a matemática ensinada na escola e a vida dos alunos, este artigo descreve os processos que um grupo de professores da Educação Primária em formação (PFEB) experimentou para aprender sobre os seus alunos e unificar esses limites. A análise do conteúdo das atividades matemáticas e as reflexões que os PFEB desenvolveram num curso de métodos de ensino de Matemática revelaram que, embora eles afirmassem que o processo de criação de pontes entre Matemática e as experiências quotidianas transformou o seu autoconceito e confiança na Matemática e no ensino, eles usaram principalmente os seus próprios conhecimentos e experiências para desenvolver essas atividades, mais do que as de seus alunos. Possibilidades para gerar abordagens etnomatemáticas mais genuínas são discutidas.
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