Feb
03
2018

San Francisco University

This analysis inside considers a reflection on the established conceptions of the pedagogical universe how much to the relations gifts knowing between them daily and knowing pertaining to school to them, in the context of the escolarizao. This article is resultant of a research carried through in disciplines Mathematics, Cotidiano and Escolarizao, that part of the picture is of disciplines of the Program of After-graduation in Stricto-sensu Education, of the San Francisco University, So Paulo Bragana, State of So Paulo, in the year of 2003. Word-key: Education, Escolarizao, Mathematics, Daily. The objective of this analysis is to verify as the speeches are constructed knowing on them daily and to know pertaining to school to them, relative to the mathematical knowledge, and of that it forms the professors they understand and they define these to know and as this fact impacta in the action pedagogical professor in classroom.

The present study the analysis of a questionnaire, applied for a group of professors was developed using a research methodology on the basis of, in a course of teaching qualification in the area of Mathematics. The results had been analyzed having for target the evaluation of the conceptions presented referring to the concepts of daily, to know daily, gifts in the pertaining to school universe, as well as the relations that can be established knowing between them daily and knowing pertaining to school to them, inside of practical the pedagogical one of the interviewed professors. The results had been classified in categories and the presented conceptions, had been based in the studies of the following authors: Pierre Bourdieu (1998), in a sociological vision of the established symbolic relations inside of the pertaining to school universe, affirming the ideology of dom; Eduardo Garci’a (1998), through an analysis of the nature of the pertaining to school knowledge and its relation with the daily one, exploring the notion of the simple ones and the complex; Gelsa Knijnik, developing an analysis on the implications of the mathematical education and its cultural legitimacy and Jean Lave (1988), through the boarding of the cognition in the practical one, unmasking the established cognitivas relations in daily situations, involving the mathematical knowledge.

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