Estratégias de contextualização nos livros didáticos de matemática dos ciclos iniciais do ensino fundamental

Abstract

In this work, we attempted to identify and characterize the contextualization strategies of the mathematical knowledge as a contribution for the processes of signification. With this objective, all the texts from the Guide PNLD/2004 Mathematics and the teachers manuals and students books of the three collections of Mathematics didactical books of the initial cycles of Junior High School, recommended with distinction by the Guide PNLD/2004, were analyzed. The analysis of content to which these documents were submitted allowed us to characterize three groups of contextualization strategies. The first, the socio-cultural contextualization, is constituted of quotidian situations marked, sometimes, by the usage of the learners, previous knowledge; by situations that involve interdisciplinary approaches; and by situations that bring universal concerns. The second group, the historical contextualization, involves situations in which there is an attempt to place the mathematical knowledge historically. Finally, the third group, the contextualization inside Mathematics, is characterized by situations in which articulations are accomplished, inside Mathematics itself, to facilitate the construction of knowledge.