Leitura de processos de produção de significados de alunos do ensino técnico integrado ao ensino médio

Abstract

The present research consisted in the elaboration of contextualized tasks involving the production of mathematical and non-mathematical meaning, with the main objective of reading the meaning production process from the students' answers to a contextualized task, proposed from the perspective of Semantic Fields (MCS). Its purpose was to answer the question: “What are the contributions of the semantic fields model theorization to the positive reading of the process of producing mathematical and non-mathematical meaning, from the students' answers, from the Integrated Clothing class to High School? , a contextualized task? ”The generative idea was the elaboration of tasks associated with making ordinary clothing technicians, since it considers that mathematics, mathematics teaching and established social relations are intrinsically linked to each other. The elaboration of the task took place in two stages: first, it was suggested that the students choose a garment and follow the production process for its price composition. To accomplish this step, students had to make choices within their socioeconomic context for material selection, analyze the value of labor and energy consumption during manufacturing follow-up in a professional sewing studio, and mobilize mathematical and non mathematicians to determine the cost function. Then, the steps were compiled into a contextualized task, whose objective is to stimulate the production of other tasks in other contexts. The research was applied to a 1st year class of the Integrated High School Clothing course at the Federal Institute of Education, Science and Technology of Maranhão, São João dos Patos Campus. It is characterized as qualitative, with case study methodology. Initially, we present a general picture of how the meaning-making processes have been read in the classroom, in accordance with the requirements of large-scale examinations. Subsequently, the MCS theorization was immersed to support the positive reading, presenting it as another possibility in the meaning production process. The analysis of the results obtained demonstrated the importance of reading the mathematics teacher to understand the existence of various meaning productions of students' utterances. The developed product was a contextualized task, aimed at teachers who want to make a refined reading, that is, not due to the error or lack of meaning production process of citizen students, in order to enable the understanding of the inherence between mathematics and social practices.