Banca de DEFESA: VALTIANGELI RODRIGUES DA SILVA MOITINHO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : VALTIANGELI RODRIGUES DA SILVA MOITINHO
DATA : 03/12/2021
HORA: 14:00
LOCAL: Sala virtual RNP
TÍTULO:

Teaching mathematics from a decolonial perpective: a reflection-action on alternatives and possibilities.

PALAVRAS-CHAVES:

Education. Teaching practice. Mathematics teaching. Decoloniality.

PÁGINAS: 80
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Fundamentos da Educação
ESPECIALIDADE: Sociologia da Educação
RESUMO:

In this research, I propose to reflect on the practice of teaching mathematics in a decolonial perspective, aiming to identify structures characteristic of the colonizing process, and from the criticism of these, provide opportunities and recognize the multiple expressions of identities and knowledge that allow a rupture of coloniality that students and teachers are subjected daily. With the support of theoretical references on the theme, emphasizing those with a decolonial perspective, I mobilize the concepts of colonialism, coloniality and decoloniality, according to Candau (2010), Pinheiro (2018), Mignolo (2005), Quijano (2009), among others. To address the power relations and the satisfaction of the student in the school space, I go with the thought of Freire (1987; 2017) and Snyders (1988), who highlight the valorization of knowledge and knowledge that each student brings with him, since these knowledge cannot be disregarded in the knowledge construction process, even in the teaching of mathematics, as this knowledge needs to be added so that students feel contemplated and stimulated to new experiences and learning. Therefore, in addition to this theoretical-epistemological contribution, I use my experience and autobiographical trajectory as a teacher / student as a research method, which is characterized by an explanatory research, made possible by bibliographic research and Ex post fact research. As a proposal and scientific contribution, my intention is to provoke, in educators and educators - especially those who teach mathematics - a reflection on the bases of their professional training, in an exercise of looking at themselves, identifying aspects of coloniality in their teaching practice and above all, how, based on new decolonial methodologies, to effectively contribute to the integral development of its students.

MEMBROS DA BANCA:
Presidente - 1085938 - FRANCISCO DE ASSIS NASCIMENTO JUNIOR
Interna - 931.833.565-20 - JOCENEIDE CUNHA DOS SANTOS - UNEB
Externo à Instituição - EMERSON FERREIRA GOMES - IFSP