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Master's Dissertation
DOI
10.11606/D.55.2018.tde-20072018-111502
Document
Author
Full name
Danilo Antonio Amaral
Institute/School/College
Knowledge Area
Date of Defense
Published
São Carlos, 2017
Supervisor
Committee
Dias, Ires (President)
Baldin, Yuriko Yamamoto
Ladeira, Luiz Augusto da Costa
Souza, Tatiana Miguel Rodrigues de
Title in Portuguese
Defasagem e letramento - uma experiência
Keywords in Portuguese
Defasagem
Letramento
Resolução de problemas
Abstract in Portuguese
Buscamos por meio da pesquisa-ação superar as defasagens encontradas pelos alunos ingressantes no primeiro ano do Ensino Médio, numa escola do interior de São Paulo na cidade de Ibaté, oriundos de diversas escolas do município, durante o ano letivo de 2017. Coletamos e analisamos alguns dados oriundos de avaliações externas Prova Brasil, SARESP e PISA a fim de ter um diagnóstico da situação educacional brasileira e a partir destes dados confrontamos com a realidade local. Percebemos que as defasagens são um grande entrave para o cumprimento dos currículos nas salas de aula e a partir disto buscamos meios para contorná-las dentro da nossa realidade. Este trabalho descreve uma experiência onde trabalhamos e buscamos desenvolver a leitura e a escrita em Matemática, a fim de sanar as limitações impostas pelas defasagens trazidas pelos nossos alunos. Apoiados em práticas que favorecessem o letramento matemático, pudemos a partir de um dado problema formulá-lo em uma linguagem adequada ao nível do desenvolvimento dos alunos, e empregando ferramentas matemáticas chegamos em resultados que puderam ser testados, interpretados e avaliados. Ao final do trabalho, verificamos uma melhora significativa quanto à resolução de problemas, como também em relação à interpretação e análise, onde os alunos puderam valer-se da sua individualidade para a resolução dos problemas propostos.
Title in English
Lag and lliteracy an experience
Keywords in English
Lag
Literacy
Troubleshooting
Abstract in English
We seek through the action research to overcome the shortcomings encountered by incoming students in the first year of high school, in a school in the interior of São Paulo in the city of Ibaté, coming from several schools in the municipality during the school year 2017. We collect and analyze some data from external evaluations Prova Brasil, SARESP and PISA in order to have a diagnosis of the Brazilian educational situation and from these data we confront the local reality. We realize that the lags are a great obstacle for the fulfillment of the curricula in the classrooms and from this we look for means to circumvent them within our reality. This paper describes an experience where we work and seek to develop reading and writing in Mathematics, in order to remedy the limitations imposed by the lags brought by our students. Based on practices that favored mathematical literacy, we were able to formulate it in a language appropriate to the level of students development and using mathematical tools to arrive at results that could be tested, interpreted and evaluated. At the end of the study, we noticed a significant improvement in problem solving, as well as in relation to interpretation and analysis, where students were able to use their individuality to solve the problems proposed.
 
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Publishing Date
2018-07-20
 
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