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dc.contributor.advisorKnijnik, Gelsa
dc.contributor.authorGuimarães, Joelmapt_BR
dc.date.accessioned2015-03-04T20:06:51Z
dc.date.accessioned2022-09-22T19:03:55Z
dc.date.available2015-03-04T20:06:51Z
dc.date.available2022-09-22T19:03:55Z
dc.date.issued2009-12-16
dc.identifier.urihttps://hdl.handle.net/20.500.12032/56533
dc.description.abstractThis dissertation aims at problematizing how teachers from a state school in Esteio, a town located in the metropolitan region surrounding the capital of Rio Grande do Sul, describe the learning of school mathematics, particularly their students’ logical reasoning. The theoretical bases of this investigation have been linked to the poststructuralist thought, following some formulations of Michel Foucault, and ideas from Discourse on Method, by René Descartes, mainly those linked to thought ordering. Evaluation documents of the school studied, especially 58 descriptive evaluations written by five teachers of elementary school, as well as interviews with these teachers have constituted the research material. The interviews were recorded and later transcribed. The analysis of the research material has allowed for: showing the resonances of Cartesian ideas as conducting the conducts of school subjects in contemporaneity; reflecting upon relationships between Mathematics as a foundation of reasoning and its maen
dc.description.sponsorshipNenhumapt_BR
dc.languagept_BRpt_BR
dc.publisherUniversidade do Vale do Rio do Sinospt_BR
dc.rightsopenAccesspt_BR
dc.subjecteducação matemáticapt_BR
dc.subjectcartesian methoden
dc.titleMatemática escolar, raciocínio lógico e a construção do "bom aluno" em matemáticapt_BR
dc.typeDissertaçãopt_BR


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