Banca de DEFESA: VANESSA CHAVES MEDEIROS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : VANESSA CHAVES MEDEIROS
DATE: 15/07/2026
TIME: 15:00
LOCAL: Webconferência
TITLE:

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KEY WORDS:
Theory of Objectification; Youth and Adult Education; Functions of Number; Semiotic Means; Community Ethics.

PAGES: 180
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:
This study aims to identify evidence of objectification in the teaching-learning process of the
functions of number among adults in the literacy stage. As its theoretical and methodological
framework, it adopts the Theory of Objectification, developed by Luis Radford, which
conceives human beings as essentially cultural and knowledge as historically and culturally
constituted. Furthermore, the theoretical and methodological assumptions of the study, the
design of the tasks, and the units of analysis were grounded in the Theory of Objectification.
Regarding the historical study of the conceptual development of number and its social
functions, the research was based on the discussions of Ifrah (1998), Caraça (1951), Moura et
al. (2019), Brolezzi (1996), Boyer (1974), and Souza and Moretti (2015). Concerning
mathematics education in Youth and Adult Education, the study drew on Fonseca (2018) and
Oliveira (1999). The research data were collected through an educational intervention
conducted in a Level I Youth and Adult Education (YAE) classroom, corresponding to the 1st,
2nd, and 3rd years of regular elementary education. The study was organized into five tasks,
recorded in audio and video, designed to encompass both the social aspects of number and its
four functions. Data analysis followed a multisemiotic and interpretative perspective, enabling
the identification of semiotic means of objectification, as well as artifacts and vectors of
Community Ethics, thus highlighting the joint labor among the research participants.
Throughout the data analysis, the importance of gestures, body posture, and linguistic elements
characteristic of adults in the literacy stage became evident. Moreover, within the context of
the participants, emphasis was placed on the use of numbers and their application in everyday
situations. Therefore, the educational intervention promoted participants' gradual awareness of
the object of the activity, demonstrating the contributions of joint labor to achieving what
Youth and Adult Education students seek through schooling: full participation in society, which
includes engaging in work-related activities involving the four functions of number (ordering,
measuring, coding, and counting).

COMMITTEE MEMBERS:
Presidente - ***.883.742-** - CLAUDIANNY AMORIM NORONHA - UFPA
Externa à Instituição - IZA HELENA TRAVASSOS FERRAZ DE ARAÚJO
Externo à Instituição - FRANCISCO RONALD FEITOSA MORAES - URCA
Externa à Instituição - MARIA JUCIMEIRE DOS SANTOS
Externa à Instituição - SILENE CERDEIRA SILVINO DA SILVA
Notícia cadastrada em: 03/07/2026 16:25
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