Resumo

VILELA MENDONCA PINTO COELHO, Maria Aparecida  e  LUCCHESI DE CARVALHO, Dione. O estudo do discurso em educação matemática: a problematização de significados hegemônicos sobre resolução de problemas. Paradìgma [online]. 2006, vol.27, n.2, pp.253-276. ISSN 1011-2251.

The approach to problem solving we take in this article focuses on the meanings produced collectively in Math teachers’ discourse relations, considered as the dialectic interaction between psychology and ideology. At first we thought the Vygotskyan theoretical foundation would only allow us to analyze the empiric material produced in the teachers’ dialogic relations in pedagogical meetings and identify the reproduction of the hegemonic discourses as well as the greater adherence to one or the other. However, this reference has allowed us to go beyond, and even analyze the problematization of the conceptions in these discourses. In the course of the analysis we could notice changes in the teachers’ concepts towards problem solving, which has led us to make inferences over the importance of a reflection group on the pedagogical practices and the subsequent process of Professional constitution of the participant teachers. We could recognize, referring to Backtin, the central role played by the other in the production of meanings that are construed along the continuous process.

Palavras-chave : Meaning in Mathematical Education; Problematization; Senses and Meanings in Mathematical Education; Problem Solving in Math Teaching.