Indícios de relações com a matemática de pesquisadores em educação matemática

Abstract

This research aims to analyze relationships with mathematics explained by some researchers linked to postgraduate programs who developed studies on concepts/content of mathematics based on the idea of the relation to knowledge in Brazil. Through a qualitative approach, this study is structured from the multi-paper format, consisting of three manuscripts that have singularities regarding their objectives, namely: to constitute a national panorama of stricto sensu researches that consider the theoretical contribution of the relation to knowledge and address mathematical concepts/contents; identify understandings and problems evidenced by researchers linked to stricto sensu studies on the relation to teaching and learning mathematics; investigate elements that characterize relationships with mathematics, pointed out by researchers of stricto sensu productions developed from the theoretical contribution of the relation to knowledge. Therefore, the production of data from the first manuscript is characterized as a mapping from the Rede de Pesquisa Sobre Relação com o Saber (REPERES), the Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) and the CAPES Theses and Dissertations Catalog while the others also consider the answers to an interview or a questionnaire developed with 16 researchers who elaborated and/or guided stricto sensu productions identified in the initial mapping. Among the results, it is identified that 269 studies considered this theoretical contribution, it is observed that all Brazilian regions have at least three researches, highlighting the Northeast, Southeast, and South with 94.42% of the national production. Specifically, it appears that 49 productions establish a direct relationship with mathematics. There is a lack of research that takes professors and students of postgraduate programs as subjects, as well as research on elements that characterize relationships with mathematics with an emphasis on its nature. In addition, through interviews and questionnaires, it is evident that the relations to knowledge can be understood through three aspects, the relation to learning, teaching and learning to teach, promoting approaches between theory and practice. It appears that, when coming into contact with the idea, the researcher modifies the way in which the subject understands the relationships with oneself, with others, and with the world, recognizing teaching as a relationship of practice and research. Concerning the perceptions that characterize relationships with mathematics, five elements are identified: philosophical currents; scientific and academic knowledge; applied models; sociocultural aspects, and social practices. From this, the humanist perspective presented by the researchers is highlighted, evidencing the concern with mathematics that considers social and cultural aspects.