Os múltiplos discursos sobre a matemática: por uma reconstrução discursivo-metodológica do seu ensino e aprendizagem

Abstract

This paper starts from the premise that there are specific discourses of Mathematics and about Mathematics, presenting effective work proposals with the teaching and learning of mathematics in an attempt to minimize the negative discourses imposed on this discipline in teaching practices. Thus, it will be possible a reflection on new possibilities of teaching that consider the construction of new discursive practices around the subject with focus on the interdiscursivity phenomenon. At first It will be developed a characterization of discourse studies, its evolution and impact on the French Discourse Analysis with theoretical anchoring in Brandão (2003/2004), Charaudeau et al (2008), Maingueneau (1984/1993), Althier Revuz (1982) Mussalim (2001) Pêcheux (1990-1999) and Voloshinov (1981). In sequence, the research will depart from an analytical description of Mathematics discourse as a science and development in history from authors such as Avila (2006/2010), Atalay (2007) and Roque (2012); even thought, it's still essential to understand the proposals compreentions and didactic orientations brought by the National Curriculum Parameters of Mathematics (PCNs) as well as the Curriculum Parameters of Mathematics from Pernambuco (PCPE). Later, crystallized socialy discourses about math are presented with theoretical anchoring in Silveira (2012) and Machado (2011) analizing their impacts on the students discursive practices when they take part in a semistructured interview. Getting as a base all this discourse built about math, it was developed an intervention proposal in order to bring a discursive resignification to the teaching based on math education theoreticals. A detailed analysis of this proposal aplication, followed by a new interview, revealed that it is possible to reframe the discourse about Mathematics by producing effects of meaning in new discoursive practices in the classroom.