Abordagem fenomenológica no estudo do significado e da significação da matemática para os estudantes dos cursos de licenciatura

Abstract

The current proposal attempts to understand the relationships between students of the Mathematics Teaching Course with mathematics education, whether in cases of ruptures in studies with this area of knowledge, or for the (dis)continuity of these studies. In this way, how do ruptures change the ways of conceiving mathematics education? Are there ruptures caused by changes in the will to study mathematics education during life and school trajectory? Will we be able to know what expectations mathematics education generates in students of the Teaching in Mathematics, in the city of Rio Branco, as a guarantee of maintaining life? Or even, what senses and meanings attributed by the students of the Mathematics Teaching Course in the city of Rio Branco that sometimes bring them closer, sometimes distance them from studies in the area of mathematics teaching? he research used a data collection instrument as the initial stage of a research that was, predominantly, qualitative descriptive, and whose approach was of the phenomenological type. The method used was the phenomenological-hermeneutic method. It included as research subjects students in the final stages and former students of two teaching courses in mathematics of the federal public network. The theoretical approach brought confluences from educational practices linked to critical mathematics education by Skovsmose (2008, 2014), to Husserl's phenomenology (2001, 2006, 2012, 2013, 2014, 2015), Merleau-Ponty (1999, 2003), Ricoeur (1990, 1998) and Bicudo (1999, 2010), from Spinozian rationalism (SPINOZA, 1983, 2003, 2009), Bergsonian (BERGSON, 1978, 1998, 1999, 2005, 2006; BERGSON; BACHELARD, 1984) and Bachelardian ( BACHELARD, 1998, 2004), the philosophy of differences by Deleuze (1999, 2002, 2006) and Foucault (1979, 1987a, 1987b, 1999, 2000); and scientific revolutions (KUHN, 1997, 2012, 2013; KOYRÉ, 2006). The understanding of the phenomenon led us to the encounter of three phenomenological dimensions of the undergraduate teaching student in Mathematics in the city of Rio Branco. The first dimension that we call “Senses and meanings of the student who thinks and aims at mathematics” is the world of utility that is based on what he/she believes, or even, on his/her values and attitudes. The second, called “The affections that decrease or increase the power to continue or discontinue in mathematics teaching” refers to the conatus world, consistent with what he/she is affected by. The last dimension entitled “The perception and validation of mathematical objects by the student in mathematics” extends to the world of intelligence and intuition that are based on what he/she creates, or even, the rational and/or intuitive. Phenomenology presents itself as the guiding principle of sociocultural and investigative approaches in mathematics education. The study showed how Mathematics teaching students challenge their becoming adjusted to their strengths and weaknesses in the composition of a creative life project. Furthermore, it reveals potential benefits in the initial and continuing training of basic education teachers in themes that relate the body and mind as mobilizing the construction of mathematical ideas.