{"id":831,"date":"2019-04-11T15:15:14","date_gmt":"2019-04-11T18:15:14","guid":{"rendered":"https:\/\/www3.unicentro.br\/ppgen\/?p=831"},"modified":"2019-04-11T15:56:02","modified_gmt":"2019-04-11T18:56:02","slug":"dallan-marcelo-gregorio-signos-em-atividades-de-modelagem-matematica-matematizacao-e-resolucao-em-foco","status":"publish","type":"post","link":"https:\/\/www3.unicentro.br\/ppgen\/2019\/04\/11\/dallan-marcelo-gregorio-signos-em-atividades-de-modelagem-matematica-matematizacao-e-resolucao-em-foco\/","title":{"rendered":"Dallan Marcelo Greg\u00f3rio – Signos em atividades de modelagem matem\u00e1tica: Matematiza\u00e7\u00e3o e Resolu\u00e7\u00e3o em foco"},"content":{"rendered":"\n\n\n\n\n
Data<\/strong><\/span><\/td>\n25\/02\/2019 \u00e0s 13h45min<\/span><\/td>\n<\/tr>\n
Local<\/strong><\/span><\/td>\nSala de defesas do PPGEN, Bloco do PDE, Campus Cedeteg<\/span><\/td>\n<\/tr>\n
Banca\u00a0<\/strong><\/span><\/td>\n\n

Prof\u00aa. Dr\u00aa. Michele Regiane Dias Venorez (Unespar) – Orientadora<\/span><\/p>\n

Prof\u00aa. Dr\u00aa. Le\u00f4nia Gabardo Negrelli (UTFPR)<\/span><\/p>\n

Prof. Dr. M\u00e1rcio Andr\u00e9 Martins (Unicentro)<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

RESUMO\u00a0<\/b><\/p>\n

Aspectos te\u00f3ricos e metodol\u00f3gicos associados \u00e0 Modelagem Matem\u00e1tica na Educa\u00e7\u00e3o
\nMatem\u00e1tica t\u00eam promovido intensas reflex\u00f5es, debates e produ\u00e7\u00f5es no meio acad\u00eamico,
\nsobretudo, vinculados a Programas de P\u00f3s-Gradua\u00e7\u00e3o, Grupos de Pesquisa e eventos
\ncient\u00edficos. No entanto, associa\u00e7\u00f5es entre Modelagem Matem\u00e1tica na perspectiva da
\nEduca\u00e7\u00e3o Matem\u00e1tica e Semi\u00f3tica s\u00e3o mais restritas e limitadas se considerarmos sua
\nimplementa\u00e7\u00e3o na Educa\u00e7\u00e3o B\u00e1sica. Neste sentido, a presente disserta\u00e7\u00e3o objetivou investigar
\no que revelam os signos associados \u00e0s fases Matematiza\u00e7\u00e3o e Resolu\u00e7\u00e3o propostas por
\nAlmeida, Silva e Vertuan (2012), em uma atividade de modelagem matem\u00e1tica, a partir de um
\nestudo realizado com alunos do Ensino M\u00e9dio de uma escola particular do munic\u00edpio de
\nUni\u00e3o da Vit\u00f3ria\/PR, no decorrer das aulas bimestrais de matem\u00e1tica em que o professor
\npesquisador era tamb\u00e9m o professor da referida turma. A Modelagem Matem\u00e1tica foi
\nutilizada enquanto alternativa pedag\u00f3gica de ensino, por meio da qual os alunos puderam
\ninvestigar quest\u00f5es de seu interesse e mobilizar conte\u00fados matem\u00e1ticos e extramatem\u00e1ticos.
\nPara a implementa\u00e7\u00e3o das atividades seguimos as orienta\u00e7\u00f5es de Almeida e Dias (2004) no
\nque se refere \u00e0 familiariza\u00e7\u00e3o dos alunos com atividades de modelagem, atendo-nos ao
\nmomento dois. Entendemos que as fases Matematiza\u00e7\u00e3o e Resolu\u00e7\u00e3o foram prof\u00edcuas \u00e0
\nmanifesta\u00e7\u00e3o de conhecimentos para al\u00e9m dos matem\u00e1ticos e que tal manifesta\u00e7\u00e3o foi
\nefetivada por meio de distintos signos. Para analis\u00e1-los, optamos pela teoria Semi\u00f3tica de
\nPeirce. Enquadramos a pesquisa no paradigma qualitativo, sendo o tratamento e a an\u00e1lise dos
\ndados coletados apoiados nas premissas da An\u00e1lise de Conte\u00fado, de Lawrence Bardin (1977).
\nAgrupamos as considera\u00e7\u00f5es em tr\u00eas dimens\u00f5es: ensino, aprendizagem e cultura estudantil e
\nconclu\u00edmos, por fim, que os signos identificados revelam estrat\u00e9gias de a\u00e7\u00e3o e organiza\u00e7\u00e3o de
\ninforma\u00e7\u00f5es, transi\u00e7\u00f5es de linguagens, saberes assentados ou n\u00e3o compreendidos e
\ndificuldades em rela\u00e7\u00e3o \u00e0 simbologia matem\u00e1tica. Ou seja, os signos revelam importantes
\nelementos que influenciam o processo de ensino e aprendizagem dos alunos.<\/p>\n

Palavras-Chave: modelagem matem\u00e1tica, semi\u00f3tica, signos, Ensino M\u00e9dio.<\/p>\n

ABSTRACT<\/strong><\/p>\n

Theoretical and Methodological aspects associated to Math Modeling in Mathematical
\nEducation have promoted intense reflection, debates and productions in the academic
\nenvironment, specially linked to Post Graduation Programs, Research Groups and scientific
\nevents. However, associations between Math Modeling in the Mathmatics perspective and
\nSemiotics are more restricted and limited if we consider its implementation in Basic
\nEducation. This way, the present paper tried to investigate what signs reveal when associated
\nto the phases of Mathematization and Resolution proposed by Almeida, Silva e Vertuan
\n(2012), in an activity of math modeling, from a study led with High School students in a
\nprivate school in Uni\u00e3o da Vit\u00f3ria\/PR, along the bimester mathematic lessons in which the
\nresearcher was also the professor of the reffered class. Math Modeling was used as a
\npedagogical alternative of teaching, through which students could investigate subjects of their
\ninterest and access mathematical and extra mathematical contents. For the implementation of
\nactivities, Almeida e Dias\u2019 (2004) orientation was followed, regarding students\u2019
\nfamiliarization to modeling activities, two being focused by now. We understand that the
\nMathematization and Resolution phases were successful regarding knowledge beyond
\nmathematicians and this manifestation was effected through distinct signs. In order to analyze
\nthem, we chose the Semiotic Theory of Pierce. We framed the research in the qualitative
\nparadigm, being the treatment and the analysis of the collected data anchored under the
\npremises of the Content Analysis, by Lawrence Bardin (1977). We grouped the considerations
\nin three dimensions: teaching, learning and scholar culture and have concluded, finally, that
\nthe identified signs reveal strategies of action and organization of data, language transitions,
\nfossilized or not understood knowledge as well as difficulties regarding math symbology.
\nTherefore, signs reveal important elements that influence the process of teaching and
\nlearning.o Resumo. O resumo deve conter no m\u00e1ximo 1 p\u00e1gina, devendo ser justificado na
\nlargura da p\u00e1gina e escrito em um \u00fanico par\u00e1grafo com um afastamento de na primeira linha<\/p>\n

Key-words: mathematic modeling, Semiotic, signs, high School<\/p>\n

 <\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Data 25\/02\/2019 \u00e0s 13h45min Local Sala de defesas do PPGEN, Bloco do PDE, Campus Cedeteg Banca\u00a0 Prof\u00aa. Dr\u00aa. Michele Regiane Dias Venorez (Unespar) – Orientadora Prof\u00aa. Dr\u00aa. Le\u00f4nia Gabardo Negrelli (UTFPR) Prof. Dr. M\u00e1rcio Andr\u00e9 Martins (Unicentro)   RESUMO\u00a0 Aspectos te\u00f3ricos e metodol\u00f3gicos associados \u00e0 Modelagem Matem\u00e1tica na Educa\u00e7\u00e3o Matem\u00e1tica t\u00eam promovido intensas reflex\u00f5es, debates […]<\/p>\n","protected":false},"author":129,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[20],"tags":[],"class_list":["post-831","post","type-post","status-publish","format-standard","hentry","category-defesas"],"_links":{"self":[{"href":"https:\/\/www3.unicentro.br\/ppgen\/wp-json\/wp\/v2\/posts\/831","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www3.unicentro.br\/ppgen\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www3.unicentro.br\/ppgen\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www3.unicentro.br\/ppgen\/wp-json\/wp\/v2\/users\/129"}],"replies":[{"embeddable":true,"href":"https:\/\/www3.unicentro.br\/ppgen\/wp-json\/wp\/v2\/comments?post=831"}],"version-history":[{"count":0,"href":"https:\/\/www3.unicentro.br\/ppgen\/wp-json\/wp\/v2\/posts\/831\/revisions"}],"wp:attachment":[{"href":"https:\/\/www3.unicentro.br\/ppgen\/wp-json\/wp\/v2\/media?parent=831"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www3.unicentro.br\/ppgen\/wp-json\/wp\/v2\/categories?post=831"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www3.unicentro.br\/ppgen\/wp-json\/wp\/v2\/tags?post=831"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}