Navegando por Palavras-chave "Atividade Orientadora De Ensino"

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    A organização da atividade de ensino dos professores que ensinam matemática nos anos iniciais para promover a aprendizagem dos alunos em situação de vulnerabilidade social
    (Universidade Federal de São Paulo (UNIFESP), 2020-12-14) Silva, Maria Vanusia De Oliveira [UNIFESP]; Moretti, Vanessa Dias [UNIFESP]; Universidade Federal de São Paulo
    This research explores the movement of the senses associated by math teachers who teach in the early years to the organization of teaching activities aimed at promoting learning for the student who faces social vulnerability. It is based on contributions from the Cultural-historical Theory, the Theory of Activity and the concept of Teaching Guiding Activity (TGA), used as grounds in the process of learning and teaching development. To comprehend the movement of teachers' senses concerning the organization of the teaching activity that promotes the learning activity of students who deal with situations of social vulnerability, we chose the dialectical historical materialism as a method of investigation, through a formative experiment using an extension course for math teachers from the early grades of elementary school. The data analysis was structured in the isolateds "Relations between the teaching of mathematics and the context of social vulnerability: initial meanings" and "The organization of teaching and the learning difficulties resulting from social vulnerability". In discussions involving the concepts of social vulnerability, TGA, development of Triggering Situations of Learning (TSLs), reports of their development in the classroom, actions, interventions and mediations, we looked for signs of a movement of change in the organization of the teaching activity in order to promote the learning of socially vulnerable students. The results of the research indicate that, from the appropriation of the elements of the Teaching Guiding Activiy, the teachers begin to conceive this concept as a way of organizing activities and enhancing learning. The TSL emerges as a methodological resource for the teaching of mathematics that bring a triggering problem, presents a necessity and a purpose for students, with the potential to benefit the appropriation of concepts, in particular, promoting apprenticeship for children who live in a context of social vulnerability. The data revealed that the students were involved in the learning activities from the development of the TSLs, which allows us to conclude that the socially vulnerable student can, even in the face of his conditions, have his learning encouraged. Although the school does not have tools to overcome the social condition of its students, a movement of the educational organization can offer learning conditions when considering the specificity of the difficulties linked to the social vulnerability of its students, so that this condition will not be decisive in their learning processes.
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    Práticas lúdicas e a organização do ensino de matemática: movimento dos sentidos na formação docente
    (Universidade Federal de São Paulo (UNIFESP), 2020-11-09) Andrade, Juliana Ribeiro [UNIFESP]; Moretti, Vanessa Dias [UNIFESP]; Universidade Federal de São Paulo
    This research aimed to analyze the movement of personal sense of five teachers on ludic activities and the impacts of these senses on the organization of mathematics education. As the main theoretical guidelines for this research, we listed Vigotski's Cultural-Historical Theory and Leontiev's Activity Theory. The discussion about ludicity and teaching organization is supported by the experiences with Mathematics Clubs and the proposal of the Teaching Guidance Activity; in this perspective, ludicity acts as the intermediate between teaching and the learning process. The investigation of five teachers in Early Childhood Education and the early years of Elementary Education was conducted by a formative experiment based on Dialectical and Historical Materialism method. The collected data were organized in one isolated case divided into three episodes, each of which was composed of scenes. In the first episode, we analyzed the indications of initial senses on ludicity, the teaching organization and the relations with the teaching of mathematics in an initial context; in the second episode, we mapped the movement of these personal senses on the ludic in the light of studies and collective discussions through the Learning Triggering Situations mediated by ludicity and theoretical studies; and, finally, in the third episode, we analyzed the movement of senses in the teaching reorganization process that took place in two moments in the development of two lesson plans. The results of this research point to an dialectical relationship between the personal senses that teachers attributed to ludicity and the teaching organization as the way in which these teachers understand ludicity proved to impact the space that this element occupies in their classroom practices, permeating concreteness, collectivity, the mediation of ludic practices in the teaching and learning processes and the teacher’s intentionality in the teaching organization. The research can also contribute to highlight the role of ludic practices in the teaching and learning process of mathematics, as well as reaffirm the importance of collective learning spaces for studies, discussions and intentional teaching organization that considers ludicity for all phases in Education, whether in Early Childhood Education or Elementary Education, since playing is a fundamental and developmental activity throughout childhood.