Ensino de matemática na área ciências agrárias: contribuições de um material didático contextualizado à luz da transposição didática

Abstract

This thesis is linked to the Postgraduate Program in Science and Technology Teaching (PPGECT) of the Federal Technological University of Paraná (UTFPR) and aims to analyze the contributions that a didactic material of Mathematics contextualized with themes of Agrarian Sciences can bring to teaching in this area. The theoretical framework was based on researches and concepts about the teaching and learning of Mathematics in Higher Education, contextualization, interdisciplinarity and didactic transposition. The methodology adopted for the construction of the research was qualitative, applied and interpretative, and followed the following steps: a survey of the mathematical concepts that can be contextualized in the specific disciplines (technical area) of Agrarian Sciences of the courses of: Agronomy, Engineering Forestry and Animal Science of the Federal Technological University of Paraná - Campus Dois Vizinhos (UTFPR-DV); elaboration of a didactic material of Mathematics contextualized for courses of Higher Education in the area of Agrarian Sciences from the perspective of didactic transposition criteria; analysis of the work of the teacher researcher in the classroom supported by the didactic material contextualized for courses of Higher Education in the area of Agrarian Sciences; and validation of the proposed material with Mathematics teachers who work in UTFPR's Agricultural Sciences courses. Participating in the research were professors from the technical areas that acted in 2016 in the courses of Agronomy, Forest Engineering and Animal Science, academics from the Agrarian Sciences area of two classes (one from Calculus A and another from Linear Algebra) in 2018 and mathematics teachers who worked in Mathematics subjects in the courses of Agricultural Sciences of the UTFPR in the year of 2018. The treatment of the data occurred through the Analysis of Content of Laurence Bardin. The results show that the use of examples and contextualized exercises in the areas of Agronomy, Forestry and Animal Science promoted the facilitation, increase and stimulation of learning, as well as motivate through applications that lead the student to visualize possible practices that use concepts of Mathematics in life professional. Among the contributions of the didactic material elaborated, it stands out for the students participating in the research: facilitation of learning and motivation in learning. For mathematics teachers who validated the material, the contributions converge for the use of examples and exercises in classes, either to introduce content, to motivate classes or to explain the applicability of mathematics in the area of Agrarian Sciences.