Entre a tela e o território amazônico: aprendizagem matemática no ensino médio com mediação tecnológica à luz da cibercultura e da teoria sociocultural

Abstract

This dissertation was developed through a cartographic approach, guided by the monitoring of processes produced within the context of Face-to-Face Teaching with Technological Mediation (EPMT) in a rural public school in the municipality of Manaus, Amazonas, within the scope of the New Secondary Education model. The research aimed to map the teaching and learning process of Mathematics and its Technologies in the EPMT Program, articulating this analysis with the perspectives of cyberculture proposed by Pierre Lévy and the sociocultural theory of Lev Vygotsky. The study followed the production and configuration of teaching and learning practices in Mathematics and its Technologies in this context, considering the relationships, mediations, and dynamics that permeate everyday school life. The research established connections with cyberculture studies, based on the ideas of Pierre Lévy, as well as with Vygotsky’s sociocultural theory, articulated with the post-structuralist perspective of the philosophy of difference, especially the contributions of Gilles Deleuze and Félix Guattari. Cartography, adopted as a research method, made it possible to follow the movements, relationships, and multiple connections emerging in the investigated territory. Throughout the research process, different philosophical devices for data and meaning production were mobilized, such as observations of everyday school life, conversation circles with students, dialogues with mediating teachers, analysis of institutional documents, and written records. These devices were not previously fixed, but rather constructed and reorganized according to the demands and events emerging in the field, in a movement of the researcher’s involvement with the investigated reality. The results show that the EPMT constitutes an educational territory crossed by multiple mediations, in which technology expands access to schooling, but also produces tensions related to the pace of classes, interaction conditions, and territorial inequalities. The study highlights the central role of face-to-face pedagogical mediation, as well as the importance of material conditions, such as transportation and school meals, for students’ permanence and engagement. It is concluded that Mathematics teaching in this context is constituted as a heterogeneous process, marked by negotiations, resistances, and possibilities, in which learning emerges from the interactions among subjects, technologies, and territory. The research points to the need to strengthen educational policies that consider the specificities of Amazonian territories, recognizing education as a situated social practice in constant production.