Interdisciplinarity and complexity: knowledge and practices of mathematics teachers in the final years of elementary school

Authors

DOI:

https://doi.org/10.5007/2175-795X.2024.e96141

Keywords:

Interdisciplinarity, Complexity, Mathematics Education

Abstract

This article presents part of the master's thesis research defended by the author in 2023, whose objective was to analyze the interdisciplinary knowledge and practices of mathematics teachers in  middle school. The study here deepened about some of the knowledge proposed by Edgar Morin for the education of the future, and the interdisciplinarity according to Ivani Fazenda that contributed to the dialogue with the research data with the mathematics teachers of the final years of middle school in the municipality from Lages (SC). As for the approach, it is a qualitative research, and as for its objectives, it is characterized as exploratory and descriptive. As a data collection instrument, there is the choice of the focus group. With regard to the analysis of the research data, a matrix was chosen to relate some of Edgar Morin's (2011) knowledge and the analysis category of this study, which was interdisciplinary knowledge and practices that can contribute to relevant mathematics for the context of the students. For this construction of knowledge, it was observed the importance of highlighting one of the seven knowledge of Morin (2011): the principles of relevant knowledge. This knowledge in particular deals with how knowledge of the world is a demand that is both intellectual and vital.

Author Biographies

Patricia Branco Feltrin, Universidade do Planalto Catarinense

PMestra em Educação pela Universidade do Planalto Catarinense - UNIPLAC ,  Lages, SC,  Brasil. Professora Efetiva do Município de Lages, SC,  Brasil.

Lucia Ceccato de Lima, Universidade do Planalto Catarinense

Post - PhD in Environmental Education and Sustainability from the Autonoma University of Madrid - Spain (UAM - 2017). PhD in Environmental Engineering from the Federal University of Santa Catarina (UFSC - 2007). Master in Education/Education and Science from the Federal University of Santa Catarina (UFSC - 1999). Specialist in Research Methodology from the University of Planalto Catarinense (UNIPLAC - 1996). Specialist in Education from the University of Planalto Catarinense (UNIPLAC - 1993). Graduated in Biological Sciences from the Federal University of Santa Catarina (UFSC - 1984). Professor in higher education since 1989. Since 2010, she has been a professor and researcher at UNIPLAC's master's programs: Master's in Education ? PPGE and Master in Environment and Health ? PPGAS, integrating the lines of research: Education, Sociocultural Processes and Sustainability (PPGE) and Living Conditions and Environmental Management (PPGAS), respectively. He is leader of the Study and Research Group on Environment, Education and Health - GEPES AMBIENS. It discusses interdisciplinary themes: Environmental Education and Environmentalization of Institutions; Epistemology and Human Formation; Basic and Higher Education; Environmental Sciences; Environment, Health and Sustainability in upwelling areas of the Guarani/Serra Geral Aquifer System. Experience in Basic Education - SEC/SC (1984 - 2017). She participates in national and international research networks in Environmental Education and Sustainability.

References

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Published

2024-09-27

How to Cite

Branco Feltrin, P., & Ceccato de Lima, L. (2024). Interdisciplinarity and complexity: knowledge and practices of mathematics teachers in the final years of elementary school . Perspectiva, 42(4), 1–19. https://doi.org/10.5007/2175-795X.2024.e96141

Issue

Vol. 42 No. 4 (2024)

Section

Article Demand for Continuous

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Copyright (c) 2024 Patricia Branco Feltrin, Lucia Ceccato de Lima

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