Matemática na educação infantil? Contribuições da atividade orientadora de ensino para a (re)organização da prática docente
Arquivos
Data
2015-12-10
Autores
Amorim, Gisele Mendes 
Orientadores
Moretti, Vanessa Dias
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A presente pesquisa buscou evidenciar as contribuições do conceito de Atividade
Orientadora de Ensino como desencadeador da mudança de prática de professores de
Educação Infantil, especificamente na organização do ensino de noções matemáticas.
Tomando como ponto de partida um contexto escolar no qual as professoras manifestaram
dificuldades em organizar e desenvolver atividades matemáticas que superassem a questão
cotidiana e utilitária dos conceitos, e ancorando-nos na psicologia Histórico-Cultural, na
Teoria da Atividade e no conceito de Atividade Orientadora de Ensino (AOE),
organizamos e desenvolvemos um curso de extensão universitária, tomado como
experimento didático, com o objetivo de problematizar, a partir de tais pressupostos
teóricos, o processo de ensino da matemática. As ações docentes voltadas a planejamento,
desenvolvimento das atividades, avaliação e socialização de todo o processo de
organização de ensino da matemática numa perspectiva histórico-cultural propiciaram a
produção de dados que foram coletados e organizados em três isolados interdependentes,
posteriormente divididos em episódios. A análise desses episódios e isolados revelou
indícios do movimento de mudança da prática docente na organização do processo de
ensino da matemática. No isolado “Conceitos Matemáticos em Movimento”, vimos que as
aprendizagens docentes em relação aos conceitos matemáticos estabeleciam-se com base
nos conceitos espontâneos ou cotidianos, situação que foi se modificando ao longo do
experimento didático por meio da apropriação de elementos do conceito de AOE. O
isolado “Mediação como elemento fundamental para ensinar e aprender matemática”
apresentou a importância da mediação no processo de aprendizagem do professor em
atividade de ensino, rumo à ressignificação e mudança de sua própria prática, em processo
de mudança de sentido docente atribuído aos modos pelos quais as crianças aprendem, à
potencialidade do jogo e da história virtual no processo de ensino dos conceitos
matemáticos. O isolado “Organização do Ensino da matemática na educação infantil”
revela o movimento de reorganização das ações docentes mediante a apropriação do
conceito de número como produção humana constituída historicamente e dos meios de sua
constituição, num movimento de reorganização consciente do ensino, voltado à
apropriação da gênese do conceito e não mais das suas características observáveis. O
resultado da análise dos dados demonstra que as professoras ressignificaram o motivo e o
sentido de sua atividade, diante de uma reorganização que se mostra para elas mais
eficazes do que a prática anterior pautada apenas em situações cotidianas. Desta forma, ao
acompanhar o movimento de aprendizagem docente em experimento didático
fundamentado na perspectiva histórico-cultural, esta pesquisa pôde constatar a
potencialidade do conceito de Atividade Orientadora de Ensino como propiciador de
mudança da prática docente a partir de uma nova organização do ensino da matemática na
Educação Infantil.
This research aims at demonstrating the contributions of the concept of Teaching Guidance Activity (TGA) as a trigger for change in the practices of preschool/pre-kindergarden teachers, specifically concerning their organization of teaching of mathematical notions. The investigation took place in a school where teachers manifested difficulty in organizing a process to teach Maths notions that could overcome the daily, utilitarian aspect of the concepts addressed. The researcher structured and offered to those schoolteachers a shortterm course (a didactic experiment) on Cultural-Historical Psychology, the Theory of Activity and the concept of Teaching Guidance Activity, with the aim of problematizing the process of teaching Maths with recourse to those theories. The research data consists of the teachers' actions of planning and developing activities, and then evaluating and socializing their Maths teaching process in a Cultural-Historic perspective; this data was collected and organized in three units, the isolateds, later divided into episodes. The analysis of the episodes and isolateds revealed signs of change in teaching practices concerning the organization of Maths teaching. In the isolated "Maths Concepts in Movement", we established that the teachers' handling of Maths concepts was centered on spontaneous concepts; this situation changed throughout the didactic experiment as the teachers appropriated elements of the concept of TGA. The isolated "Mediation as a key element for teaching and learning Maths" showed the importance of mediation in the learning process of teachers in teaching activity, towards ressignifying and changing their practices, in a process of modifying the meaning attributed by the teachers to the ways children learn, as well as to the potential of games and virtual stories for the process of teaching Maths concepts. The isolated "Organization of Maths Teaching in Preschool Education" reveals the movement of reorganizing teaching actions impacted by the appropriation of the concept of Number as a historically constituted human production, as well as of the means of that constitution, in a movement of deliberate reorganizing of their teaching, which started pertaining to the concept's origins rather than to its observable characteristics. The results of data analysis show that the teachers involved in the course have ressignified the motive and meaning of their activity, adhering to an organization of Maths teaching that they perceive to be more effective than their previous one, which had been based on daily situations. By following the movement of the teachers' learning during a didactic experiment based on a Cultural-Historic perspective, this research verified the potential of the TGA concept as a trigger for change in teaching practices, as made evident by a new organization of their preschool Maths teaching.
This research aims at demonstrating the contributions of the concept of Teaching Guidance Activity (TGA) as a trigger for change in the practices of preschool/pre-kindergarden teachers, specifically concerning their organization of teaching of mathematical notions. The investigation took place in a school where teachers manifested difficulty in organizing a process to teach Maths notions that could overcome the daily, utilitarian aspect of the concepts addressed. The researcher structured and offered to those schoolteachers a shortterm course (a didactic experiment) on Cultural-Historical Psychology, the Theory of Activity and the concept of Teaching Guidance Activity, with the aim of problematizing the process of teaching Maths with recourse to those theories. The research data consists of the teachers' actions of planning and developing activities, and then evaluating and socializing their Maths teaching process in a Cultural-Historic perspective; this data was collected and organized in three units, the isolateds, later divided into episodes. The analysis of the episodes and isolateds revealed signs of change in teaching practices concerning the organization of Maths teaching. In the isolated "Maths Concepts in Movement", we established that the teachers' handling of Maths concepts was centered on spontaneous concepts; this situation changed throughout the didactic experiment as the teachers appropriated elements of the concept of TGA. The isolated "Mediation as a key element for teaching and learning Maths" showed the importance of mediation in the learning process of teachers in teaching activity, towards ressignifying and changing their practices, in a process of modifying the meaning attributed by the teachers to the ways children learn, as well as to the potential of games and virtual stories for the process of teaching Maths concepts. The isolated "Organization of Maths Teaching in Preschool Education" reveals the movement of reorganizing teaching actions impacted by the appropriation of the concept of Number as a historically constituted human production, as well as of the means of that constitution, in a movement of deliberate reorganizing of their teaching, which started pertaining to the concept's origins rather than to its observable characteristics. The results of data analysis show that the teachers involved in the course have ressignified the motive and meaning of their activity, adhering to an organization of Maths teaching that they perceive to be more effective than their previous one, which had been based on daily situations. By following the movement of the teachers' learning during a didactic experiment based on a Cultural-Historic perspective, this research verified the potential of the TGA concept as a trigger for change in teaching practices, as made evident by a new organization of their preschool Maths teaching.
Descrição
Citação
AMORIM, Gisele Mendes. Matemática na educação infantil? Contribuições da atividade orientadora de ensino para a (re)organização da prática docente. 2015. 187f. Dissertação (Mestrado em Educação) - Escola de Filosofia, Letras e Ciências Humanas, Universidade Federal de São Paulo, Guarulhos, 2015.