A formação do leitor no ensino de matemática: a construção dos sentidos do texto para além do livro didático e do enem

Abstract

This research seeks to understand the formation of the reader in the scope of Mathematics teaching. Based on a conception of reading aligned with the presuppositions of Textual Linguistics and sociointeractionism, the objective is to analyze the possible (in) congruences between the didactic textbook of Mathematics of High School, the curricular matrix of the Enem and an interactionist approach of the social production of the senses. In order to do so, this qualitative research carried out a descriptive-interpretative analysis of the following documentary sources: a) a collection of Mathematics textbooks adopted by public secondary schools, which were adjudicated to the Regional Secretariat of Education of Iporá-Goiás and b) to Matrix of Reference of Mathematics and its Technologies (Enem, 2015-2016). As for reading and its developments in the context of Mathematics Education, we are anchored in the postulates of Textual Linguistics inscribed in the theories of Bakhtin (2011) and Vygotsky (1993) on language. As results, this research identifies an incompatibility between what is advocated by the Enem Reference Matrix and the High School Mathematics Didactic Book, as well as an inconsistency between the conceptions of reading assumed in these teaching objects and the sociointerational aspects of the production of senses.