Banca de DEFESA: ANA JULIA PINTO DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ANA JULIA PINTO DA SILVA
DATE: 30/10/2023
TIME: 14:00
LOCAL: Sala 302 do Bloco B do Campus de Santo André da Universidade Federal do ABC
TITLE:

Decolonial experimentations in mathematics teaching: Seeking ways through action research

PAGES: 150
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

Coloniality is an inheritance from the colonial period that lasts until the present day, imposing paradigms that hierarchize and subordinate peoples and cultures, mainly supported by the theory of Modernity/Coloniality. To transgress the oppressive logic of coloniality, a constant struggle is required that considers the different realities, histories and social struggles, so that, in this way, cracks occur in this paradigm. The present work proposed, at first, to understand the scenario of publications involving the decolonial theme, decolonization and mathematics teaching through a bibliometric review and a systematic review. Based on an extension project, a group was constituted with Basic Education teachers and the academic community, formed by researchers directly involved in the project and invited specialists, aimed at thinking about pedagogical practices in this decolonial perspective. At the end of the extension action, the teachers developed a book with paradidactic proposals to help other teachers and the participants themselves to rethink their practices. The research used pedagogical action-research as a methodology, which presents a critical-dialectic perspective whose commitment consists in the continuous formation of teachers, seeking to provoke the professional to become a reflective subject, capable of modifying himself and his reality. An analysis of the extension project debates was carried out. Despite the lack of knowledge about decoloniality, it was possible to perceive that teachers, in general, aim to make their practices more emancipatory. However, the insecurity in bringing content of which one does not have full mastery was recurrent. As a result of this insecurity, didactic proposals were built together that could help their peers in the construction of this decolonial path. Teachers' banking training subjects them to maintaining themselves as holders of knowledge. However, the results demonstrate the need to build networks, as knowledge does not need to be centered on an individual, but can be built jointly.

COMMITTEE MEMBERS:
Presidente - Interno ao Programa - 1998501 - VIVILI MARIA SILVA GOMES
Membro Titular - Examinador(a) Interno ao Programa - 1619011 - MARIA CANDIDA VARONE DE MORAIS
Membro Titular - Examinador(a) Externo à Instituição - HÉLIO SIMPLICIO RODRIGUES MONTEIRO - UFG
Membro Titular - Examinador(a) Externo à Instituição - VICTOR AUGUSTO GIRALDO - UFRJ
Membro Titular - Examinador(a) Externo à Instituição - ELIANE COSTA SANTOS - UNILA
Membro Suplente - Examinador(a) Interno ao Programa - 1798480 - REGINA HELENA DE OLIVEIRA LINO FRANCHI
Membro Suplente - Examinador(a) Externo à Instituição - ORLANDO COELHO BARBOSA