Educação do campo no ensino da matemática: um estudo do Colégio Estadual do Campo Teotônio Vilella

Abstract

This study aims to determine whether and how does the Field of Education in the State College Field Teotônio Vilella through the traces present in the school documentation and mathematics teaching. To structure the work theoretically use Alves (2009), Antunes-Rocha and Martins (2009) to understand on Education Field and D'Ambrosio (2005), Ethnomathematics. In addition, existing laws that deal with the Rural Education in a special way the Curricular Guidelines for Education Field(CGEF, 2006), Operational Guidelines for Basic Education in schools field (2002), Law of Directives and Bases (LDB, 1996) and the Literacy National Pact in the Middle One: Field of Mathematics Education (LNPMO, 2014). The qualitative research (Denzin, LINCOLN, 2006) favored the school documentation as notebooks (Gvirtz, 2009) mathematics of elementary school students final grades, images of teaching activities, Pedagogical Policy Project (PPP) of 2015 school Math Teacher planning. We conducted interviews (DUARTE, 2004) with the school principal, math elementary school teacher and educator. After the researcher's immersion in the sources of research emerged two categories of analysis that have been explored in this work: school culture (JULIA, 2001) of the field school and teacher planning i n mathematics discipline. The study concludes that the school investigated the principles of Rural Education act strongly in the college teaching, even in math classes and are in accordance with state guidelines of the Paraná state of the field of education. The field has many riches and the same are available for assistance in learning, leaving teachers with the entire college (directors, educators, etc.) know how to use this feature so that the focus of teaching is always the student and their training as a man in the place where he lives.