Tecnologias na educação matemática: um estudo do pensamento D’ambrosiano a partir do APUA

Abstract

This dissertation investigates the relationships between technology, Mathematics Education, and the thought of Ubiratan D’Ambrosio, based on the analysis of documents from the Acervo Pessoal de Ubiratan D’Ambrosio (APUA), under the custody of GHEMAT-Brasil. The study seeks to understand how ideas that anticipate the dimensions of literacy, materacy, and technoracy, later systematized in the Trivium Curriculum, emerge in D’Ambrosio’s writings from the 1970s and 1980s. This is a qualitative, documentary research that employed NVivo Software for the organization and analysis of digitized texts, enabling the identification of thematic recurrences and semantic associations related to technology, science, and education. The results show that technoracy, in D’Ambrosio’s thought, is configured as an ethical and cultural dimension of Mathematics Education, oriented toward the formation of critical subjects aware of the social impacts of technology. As an educational product, a digital journal was created and made available at www.profricardooliveira.com.br, integrating literacy, materacy, and technoracy into practices of authorship and technological mediation. It is concluded that Ubiratan D’Ambrosio’s reflections offer theoretical and ethical foundations for rethinking mathematics teaching today, articulating local and global knowledge within an intercultural dialogue perspective.