Trilhas de aprendizagem de matemática: uma análise hermenêutica de materiais do 7º ano do ensino fundamental

Abstract

During 2020, Brazil was impacted by a pandemic that caused the cancellation of faceto-face classes at all levels of education. The Ministry of Education allowed educational institutions to continue educational processes through remote classes. In the State of Paraná, in addition to making applications available with activities and exclusive channels on television with virtual classes, there was the elaboration and distribution of printed materials of activities, called Learning Trails, taken from schools by families who did not have access to the programming. Online or who chose not to adhere to the remote teaching modality. With the objective of analyzing how Mathematics was mobilized in the Learning Trails made available by the State Department of Education and Sport for 7th grade classes of Elementary School, during the year 2020, in the state of Paraná, an investigation was carried out supported by in the theoreticalmethodological framework of Depth Hermeneutics (HP), proposed by John B. Thompson. 33 Learning Paths were analyzed, based on three non-linear and concomitant phases: sócio-historical analysis; formal analysis; the interpretationreinterpretation. The investigation made it possible to identify contextual, structural, conventional, intentional and referential aspects of the symbolic form. The Learning Trails, which were created in an urgent context, have a standard structure, with little content, examples and exercises. Many of these examples refer to problem-situations that show the application of Mathematics in everyday life, although they do not instigate the student to develop a critical look at society and Mathematics itself. The materials use different illustrative elements such as graphs, images and tables and some contain conceptual or formatting errors. The Mathematics contents were presented in a segmented way and are exposed to the student as a review. The hermeneutic exercise developed in the analysis culminated in reflection on the ways of investigating teaching materials and in the elaboration of an educational product: a website with information and proposals for analysis based on the mobilization of Depth Hermeneutics in Mathematics Education.