Alfabetização matemática na perspectiva do letramento: um mapeamento da produção brasileira dos anos inciais

Abstract

In this master’s thesis we present a mapping of different conceptions on mathematical alphabetization from the perspective of literacy, in the initial years of elementary school, evidenced from analysis of doctoral and master’s thesis found in the national collection of the Digital Library of Thesis and Dissertations. We consider mathematical alphabetization from the perspective of literacy as a possible horizon for a coherent and reflective teaching practice, conceived as a dimension of knowledge committed to the formation of critical, questioning people, participants in changing reality and mathematically literate. The research consisted of analysis of a set of doctoral and master’s thesis, focusing on mathematical alphabetization from the perspective of literacy, seeking to answer the following question: What conceptions of alphabetization and literacy are evidenced by Brazilian scientific research investigating the teaching of mathematics in the Early Years? The analyses pointed out evidence of three conceptions about mathematical alphabetization on the literacy perspective. The first, multiple literacies, in which aspects comprise the most varied reading and writing practices that are present in society, above all, the multiple languages that integrate the texts we have access to nowadays, including in school spaces or out of them. The second, ideological literacy, which is linked to the appreciation of the context of production and the admission of different literate practices, which is neither individual in nature nor limited to an event, as it covers the broad sense in cultural, social and political aspects. And a third, evidenced by a conception of alphabetization and school literacy, which gives the alphabetic or numeric writing system a social dimension, with school literacy having a technical and individual character, which considers the formal environment of the school. Therefore, mathematical alphabetization, from a literacy perspective, needs to be focused on the complete development of the subject, making him capable of strategically organizing thoughts, arguing and reasoning logically. Alphabetization is characterized as a process and literacy as a work perspective. However, the simple decoding and explanation of symbols, concepts and mathematical procedures does not make the individual capable and literate, there is a need to understand the developed process. Therefore, we understand that the terms alphabetization and literacy are inseparable, having in their interference a mutual relationship.