Navegando por Palavras-chave "Sentidos Pessoais"

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    A Atividade De Ensino Do Professor De Matemática Do Sexto Ano: Sentidos Da Prática Docente
    (Universidade Federal de São Paulo (UNIFESP), 2018-12-10) Branco, Adriane Romero [UNIFESP]; Moretti, Vanessa Dias [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The Present Research Has As Title: "The Teaching Activity Of Sixth Grade Mathematics Teacher: Directions Of Teaching Practice" Aimed To Investigate The Organization Of Mathematics Teaching By Sixth Grade Teachers And Their Relation To The Meanings Attributed By These Teachers, The Specificities Of The Teaching Activity And The Learning Activity In This Stage Of Basic Education. The Theoretical Frameworks Adopted Involve The Historical-Cultural Perspective And, In Particular, The Theory Of Activity. We Adopted As A Method Of Investigation Historical Dialectical Materialism, Through A Formative Experiment That Was Objectified In Twenty-Two Meetings With A Singular Group Of Sixth-Grade Mathematics Teachers. In Order To Be Able To Observe The Movement Of The Senses Attributed By The Teachers, It Was Proposed Situations Triggering Learning, Based On The Concept Of Teaching Activity, So That Teachers, In The Collective, Appropriated Elements That Constitute The Specificities That Involve The Universe Of The Six Gra
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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.