A tradução da Matemática em contexto de interdisciplinaridade: um estudo de projetos vivenciais do Ensino Médio Politécnico

Abstract

The present work examined the way Mathematics was translated into experiential projects of Seminários Integrados, developed by a group of the third year of Ensino Médio Politécnico, in an interdisciplinary context. To do so, we studied the LDB of 1996, the OCNEM of 2006, the DCNEM of 1998 – with updates -, the statute and the proposal of Ensino Médio Politécnico presented by the government, and the experiential projects developed by groups of students of the three years of Ensino Médio Politécnico for Seminários Integrados of 2016 at Escola Estadual de Ensino Médio Adolfo Fetter, in Pelotas – RS. Besides this desk analysis, we have done a semi-structured interview with the teacher of the researched group, and informal conversations with the pedagogical coordinator and with some teachers who were also coordinators of Seminários Integrados of the same year. For analysis, we used Analysis of speech of foucouldian influence, and for data interpretation we adopted the concept of translation developed by Derrida. The research found the existence of a certain order of the speech within the school: only qualified teachers are “allowed” to work with interdisciplinary research projects and teachers are only allowed to talk about the knowledge related to their academic education; thus, only Mathematics teachers can provide orientation about mathematical contents. Another highlighted aspect was that the only mathematical contents approached by the experiential projects were those related to statistics. Furthermore, it was perceived that teachers are allowed to talk about and approach public healthcare and statistical knowledge due to being those two forms of population control: Healthcare to keep the population healthy, active and productive; and Statistical Knowledge to instrumentalize individuals in order to keep them docile and subject to the State control. Finally, it was noticed that statistical knowledge constitutes, in an important way, a new Ethnomathematics presented within the school.