Variações do discurso na sala de aula de matemática

Abstract

The aim of this research is to focus on the variations of the discourse in two mathematics classrooms. The investigation adopts a bakhtinian perspective and the Pierre Bourdieus sociological point of view to investigate the discourse occurrence mechanisms of mathematics classrooms in two schools that deal with different social layers. The main instrument used to collect data to qualitative research was a single teacher continued classrooms observation in two first grade High School groups of Belo Horizonte city, the former a public school and the later a private school. Besides the classroom observation period, with audio recording and field annotations, some documents were consulted and a series of interviews were done with the teacher and a group of students. Through the discursive genders study according Bakhtin theme, compositional structure and style , the aspects among the different contexts are risen, highlighting: the heart of the classroom, the students reactive posture and the relationships among the individuals. This way, different power relationships were noted, concerning the participants of the teaching-learning process of knowledge development. The analysis showed variations in discursive interaction that occur in the mathematic classroom. Counteracting what was expected, this interaction arent controlled exclusively by the teacher. As practical implications to the education, the present research results show the possibility to dissociate educational methods and strategies of the interaction in different mathematics classrooms. To reach the same educational level in different contexts, considering that it must be relevant in fact, it is necessary to rebuild the strategies used in each case.