MATHEMATICAL MODELING: A STUDY OF PEDAGOGICAL RECONTEXTUALIZATIONS OF BASIC SCHOOL TEACHERS

Abstract

In this article, we aim to analyze how teachers from the Federal University of Rio Grande do Sul recontextualize Mathematical Modeling in basic schools. Through qualitative research, based on Basil Bernstein’s concepts of classification and framing, we observed how pedagogical recontextualization is promoted by graduates in their teaching practices. We analyzed the data produced through a semi-structured interview via Discursive Textual Analysis , generating eight units of meaning that constitute the categories “Formation by Performance”, “Formation by Competence”, “Practice by Performance” and “Practice by Competence”. We concluded that the interviewees’ practices present a weakening of classification and framing in the aspect of the teacher’s role, and remain stronger in the aspect of proposing Mathematical Modeling activities. We consider that the analysis carried out in this research can offer support for reflection on the training offered by UFRGS and the influence of this training on the performance of these teachers.