Metassíntese de teses e dissertações brasileiras que relacionam a pedagogia Montessoriana e matemática

Abstract

Thinking about Mathematics Education as a research area and Mathematics Teaching and Learning as a focus of study involves several possibilities of exploration, resources, approaches, methodologies and theoretical frameworks that provide different perspectives when addressing mathematics in the classroom. There are many perspectives on Education, from the most traditional to the most critical, and several educators and researchers seek to bring their contributions to the area. One of them, well-known, is the Montessori Pedagogy, which offers resources, materials and a theory around teaching and learning. Articulating the concerns about mathematics teaching and the ideas of Montessori Pedagogy, it becomes important to understand how pedagogical practices that approach mathematics teaching occur from the point of view of this pedagogical perspective. Several investigations are carried out in the area and it is worth asking what the researches point out in relation to the teaching and learning of Mathematics in the Montessori Pedagogy. Furthermore, what relationships can be established between Montessori's view of Mathematics and the historically produced ways of seeing and conceiving Mathematics Teaching in Brazil, as classified by Fiorentini. Seeking to answer these questions, this dissertation aims to investigate and interpret which perspectives of pedagogical practices have been evidenced in Brazilian Theses and Dissertations that deal with Mathematics Teaching from the perspective of the Montessori Pedagogy. To this end, a qualitative metasynthesis research was carried out, in which we sought to investigate the academic production about this subject seeking to establish integrative relationships and reflections. The research corpus was constituted from Theses and Dissertations that deal with mathematics in the Montessori Pedagogy present in the Bank of Theses and Dissertations from Capes and in the Brazilian Digital Library of Theses and Dissertations. The individual research syntheses paved the way for the creation of three lines of analysis related to (1) Education as a constructor of pedagogical practice, (2) The role of the Montessori materials in pedagogical practice; and (3) Perspectives on teaching mathematics in Montessori pedagogical practices. The integrative synthesis made it possible to understand important aspects of Montessori pedagogical practice in mathematics teaching and also to historically situate Montessori's perspective on teaching mathematics, bringing reflections on the possibilities and challenges, both in establishing a Montessori education in Brazil today and in adopting a critical perspective on teaching mathematics.