Utilização das definições de Bernard Charlot em teses e dissertações que abordam a noção da relação ao saber no contexto da matemática

Abstract

The present research intends to analyze how the definitions of the notion of relation to knowledge by Bernard Charlot was used in theses and dissertations in the context of teaching Mathematics. The methodology was guided by mapping in educational research (horizontal and vertical), which allowed us to carry out both an exploratory and analytical study of these productions. The research analyzed three (03) theses and seven (07) dissertations whose titles contain direct reference to the Relation to Knowledge and the teaching of Mathematics. With the analysis of the productions, a tendency to use this notion was found, based on a formulation proposed by Bernard Charlot in the 1990s, which defines the relationship of knowledge as a relationship with the world, a relationship with others and a relationship with oneself. Thus, the notion has been used in a very comprehensive and superficial way, with little theoretical discussion contextualizing the different scenarios in which it is used, nor justifying its relevance and/or limits. This leads us to consider that such definition has been used as a kind of canonical, classical form, without, however, a more in-depth discussion on the underlying issues involved in the due process of epistemological surveillance