A delinquência e a (im)possibilidade de se significar como autor no discurso matemático

Abstract

This PhD research was developed into a socio-educational center, where the researcher works as a Math teacher. It was elected by objective to analyze the (non) meaning of mathematics in adolescent discourse, who is in socio educational measures in the center, in relations produced with the social described in his stories of life and as the author of Problem Situations. The question that drives the research is: Working with adolescents into a socio-educational center, how to open space for this student author in mathematical practice from his life stories? In order to situate the reader, there is a historic resumption of socio education implementation, as it is known today, after the enactment of the Children and Adolescents Statute and the National socio-educational System. These two legal frameworks, together with the legal relations introduced, weave a way to determine the adolescent subject in conflict with the law: he who transgresses social rules and must be punished for it. To unveil the production conditions of juvenile detainees are the themselves written in the form of life narratives, often brought by marginality that point the way. To think the institutional relationship, the research has Chevallard, since this author brings the concept of Didactic Transposition to deal with the passage between the scientific knowledge produced and the academic knowledge. In this Institutional relationship that makes a contrast to Althusser, who thinks the institutions, including the school, as Ideological State Apparatuses. At this work there is concern in conducting a study about the Curriculum of Mathematics to investigate its implementation in the official documents of the Education departments, and go its way until it get to the school. The analytical theoretical scope, Discourse Analysis, in historical materialism, based on Pêcheux and Eni Orlandi served the necessary analyzes. This theory directs the research for the discursive functioning as other sayings tension, crossed by the adolescent had heard, remembered or forgotten during the months in which he was in the socio education center. From the life narratives it opened up the possibility of the intersection of this with the mathematical content. The research seeks to understand in the adolescent's words, his understanding about mathematics curriculum, taught in schools as an essential discipline. For this, it established a process of authorship, in which the adolescent produces Math's Problem situations. In addition, the subject of this work produced individual reports, the analysis of which allowed a fruitful relationship with the elaborated problem situations. As a result of the research it was found in the adolescent discourse the possibility to review your past achievement conditions before his admission and makes a plan for a possible productions later. With the DA approach and the mathematics by the bias of the authorship problem situations, a different possibility is experienced in the educational activities within a math class. The teenager, proposes a Problem Situation, writes part of his own experience and makes connections with mathematical content, even with concepts had not been studied yet. It was found a possibility of encouraging this student to write something that makes sense to him, and simultaneously destabilizes his certainties in this way, he himself feels the necessity to find an answer that is not built, often it is not known. In Problem Situations, developed by adolescents, it is possible to advance to the understanding of a social position, working socially beyond the classroom. During this process, the subject position of adolescents who are in the center is (un) built when the misconception link these positions can uncover something beyond school, reaching the Social Practice.