Atitude fenomenológica em educação matemática:

Abstract

The aim of this work is to Understand how mathematical teachers who works with a pedagogical approach, supported on the phenomenology of Edmund Husserl, constitutes a phenomelogical posture in classroom. The data of the research will be established by interview with teachers which use the phenomenology perspective, since initial concern emerged in this área. Accordingly, the inquiry that motions this survey is “How to realize phenomenology pedagogy in classroom?”. The search data were analyzed and interpreted through the movements of ideographic analysis and nomothetic analysis. In the first moment, were constituted the units of meaning and signified by means of said by the significant subjects, along with this, in the second moment, were grouped the units of meaning, seeking the convergences. In view of that, were incurred three phenomenological decreases constituting the nuclear units that say about the phenomelogical pedagogy, being: 1) Performance of the Mathematics teacher in the classroom; 2) Mathematical objectivity. In this study the Nuclear Unit, UN1, was interpreted, which is about the “Performance of the teacher of mathematics in classroom, using didactics and methodologies that enable it to adress such Science themetizing the experiences lived by students and the teacher himself in society, according to the political-pedagogical issues of the institution in which he teaches, seeking to be with the student in this movement to understand the content studied, not only holding on to a way to approach mathematics, as put in the textbooks.” Concluding that a teaching performance should theme students’ experiences, articulating the meanings evidenced in the study of mathematics in the classroom, in a posture of humility to listen to them, recognizing them as similar.