出版社：Escola Superior de Educação do Instituto Politécnico de Santarém
摘要：Dance School (Escola de Dança do Conservatório Nacional - EDCN) is a vocational school also integrating the mainstream educational system. Thus, this school is a great challenge to the teachers in charge of the academic subjects. As Mathematics teacher in this school, we assumed as a priority making mathematics learning more meaningful to students, promoting knowledge appropriation and the mobilization/development of competencies. The work was based on an intercultural mathematics education perspective, and on a dialogical approach, namely the one related to the development of dialogical identities (Hermans, 1996, 2001). This is very important to the students of Dance School because they need to make professional choices earlier than usual and these choices shape their experiences inside and outside school.
We developed an action-research, following an interpretative/qualitative approach, inspired in ethnographic methods. This study is based in two projects: Interaction and Knowledge; and IDMAMIM. Students worked collaboratively since the beginning of the school year and they elaborated an intercultural and interdisciplinary microproject. Participants are students from a 9th grade class (n=16), the teacher/researcher who was also their Mathematics teacher, and Drawing, Portuguese and History teachers. Data were collected through participant observation (audio and/or video taped), questionnaires (students and teachers), interviews (6 students and the Drawing teacher) and some documents. Data were submitted to a systematic and detailed content analysis. From this analysis emerged inductive categories. Results illuminate the school culture, the didactic contract that was implemented on Mathematics classes and how they contribute to the construction of students’ dialogic identities.
Loading...
