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A pesquisa visa contribuir com o processo de formação docente a partir de reflexões sobre um MER, que considera as incompletudes do trabalho institucional relativo ao objeto matemático limite de função de uma variável real. Nosso aporte teórico se alicerça na Teoria Antropológica do Didático (TAD). No Modelo Epistemológico Dominante (MED), questionamos o que está posto; analisamos os livros didáticos do plano de ensino dos cursos de engenharia civil, elétrica e bacharelado e licenciatura em química da Universidade Tecnológica Federal do Paraná (UTFPR), campus Pato Branco e os cadernos dos estudantes dos respectivos cursos. A constatação de uma incompletude institucional trouxe reflexões acerca da construção de um Modelo Epistemológico Alternativo (MEA), as quais apresentaremos neste trabalho.  The research aims to contribute to the process of teacher formation from reflections on a MER, which considers the incompleteness of the institutional work relative to the mathematical object:  limits of the function of a real variable. Our theoretical knowledge is based on the Didactic Anthropological Theory (TAD). In the Dominant Epistemological Model (MED), we question what is set; we analyzed the textbooks of the teaching plan of the civil engineering, electrical and baccalaureate courses and degree in chemistry of the Federal Technological University of Paraná (UTFPR), Pato Branco campus and the students’ notebooks of the respective courses. The finding of an institutional incompleteness brought reflections about the construction of an Alternative Epistemological Model (MEA), which we will present in this work.

educação matemática pesquisa

Reflexões sobre um Modelo Epistemológico de Alternativo (MEA) considerando as análises das relações institucionais acerca do objeto matemático limites de funções &lt;br&gt;Reflections on an Epistemological Model of Reference (MER) considering the analyzes of the institutional relations about the mathematical object limits of functions