A abordagem sintático-semântica da matemática: produtividade da ferramenta sequência didática em turmas de proeja

Abstract

This research aims to understand the productivity of the syntactic-semantic approach to mathematics (cf. GÓMEZ-GRANELL, 2008) in a class of Proeja in the Federal Institute of Education, Science and Technology of Goiás – IFG/Jataí. Particularly the aim is to analyze the development of a didactic sequence (cf. DOLZ, NOVERRAZ AND SCHNEUWLY, 2004) used in Mathematics and Portuguese classes to corroborate if the interdisciplinary treatment of mathematical content that circulates in the comic-style texts, propagated in the social networks, contributes to the appropriation of those contents by the students. Furthermore, it proposes to verify the development of the learners in what relates to the critic reading of the discourses about gender identities which take place in those texts. This way, we had the production of social networks comments made by the students during the didactic sequence application as an instrument for collecting data, as well as an educational software (Proeja Social), developed by the researcher himself. Data analysis is based on an interface between educational theories and linguistic and sociological ones about post-modernity. As a result, this research identifies the productivity of the syntactic-semantic approach to mathematics and the use of social networks in the process of math concepts consolidation and the omnilateral education of the individuals in Proeja classes.