| dc.description.abstract | This article aims to analyze discourses produced by the magazine NEW SCHOOL and identify possible marks that can situate it as instituting practices and pedagogies between mathematics teachers, based on wide-ranging and easy access to the Journal has in the Public Schools. The methodology used was discourse analysis, this research has documentary nature. The empirical material analyzed consisted of 16 (sixteen) editions of the magazine New School, from December / January 2015 to June / July 2016. The theoretical domain which the study is Foucault's inspiration, linked to the theory of Michael Foucault whose analytical tool is speech. The analysis of the material researched pointed out that there is a discursive recurrence in the journal NEW SCHOOL reports that converges to a founding media practices and pedagogies between mathematics teachers, such as belonging practices the following categories: 1) Mathematics? Help!; 2) Mathematics: a problem that has a solution; and 3) the art of building through reality. These categories are characterized, respectively, mathematics who needs help and support for teachers. It is a difficult content, poorly prepared, full of mistakes by the students, and their practices are limited to built with the prior knowledge of the student and teacher questions. | |
