Os saberes da prática: um inventário das pesquisas sobre resolução de problemas apresentadas no SHIAM (2008-2017)
Data
2021-02-24
Autores
Santiago, Deborah Aparecida Colella 
Orientadores
Morais, Rosilda dos Santos
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A arte de resolver problemas faz parte da vida de todos desde tempos mais remotos.
Em matemática ela remonta a história antiga e se faz, ainda hoje, presente em debates sobre ensino e pesquisa. Este Trabalho de Conclusão de Curso (TCC) abordou a temática da resolução de problemas realizando um inventário de pesquisas apresentadas nos anais do Seminário Nacional de Histórias e Investigações de/em Aulas de Matemática (SHIAM), da edição II a VI (20082017), buscando caracterizá-la em termos de uma metodologia, um recurso didático, um saber profissional docente ou outras abordagens que pudessem surgir. O objetivo do trabalho, para além do inventário, foi criar categorias sobre as possíveis diferentes abordagens acerca da resolução de problemas nas pesquisas analisadas buscando problematizá-las com vista ao que apregoam documentos oficiais e pesquisadores que investigam o tema, como Onuchic (1999; 2011; 2012; 2013) e Polya (1985; 1995), por exemplo. A pesquisa foi inicialmente orientada pelas seguintes interrogações: Os trabalhos inventariados referem-se a pesquisa teórica ou experiências de sala de aula? Que abordagem para o trabalho com resolução de problemas foi considerada pelos autores (metodologia? Recurso? Um saber em si?)? Elas foram desenvolvidos em
quais níveis de ensino (Fundamental I, II ou Ensino Médio)? É possível identificar saberes da profissão docente que terão sido mobilizados pelos professores para a prática de resolução de problemas? Para este estudo o conjunto de fontes reuniu 10 trabalhos de 51 inventariados e, neles, foram identificados usos da resolução de problemas como metodologia, bem como indicações de uso de resolução de problemas como ferramenta em sala de aula. Em termos dos saberes profissionais docentes, foi percebido, ao que parece, que, na prática, dizem de conhecimentos presentes (por utopia) na formação de professores, mas que são lapidados somente no exercício de sala de aula. Se destacam, os principais identificados nos trabalhos analisados, aqueles relacionados a relação alunoprofessor, a gestão de sala de aula, a condução da turma quanto aos objetivos iniciais e avaliação.
The art of problem solving has been part of everyone’s life since earliest times. In mathematics, it goes back to ancient history and is still very present in debates on teaching and research. This undergraduate thesis addressed the issue of problem solving by conducting an inventory of research presented in the proceedings of the Seminário Nacional de História e Investigações de/em Matemática (SHIAM) from edition II for VI (20082017), seeking to characterize it in terms of a methodology, a didactic resource, professional teaching knowledge or other approaches that may arise. The objective of the work, in addition to the inventory, was to create categories about the possible different approaches to problem solving in the researches analyzed, seeking to problematize them with a view to what official documents and researchers investigating the theme preach, like Onuchic (1999; 2011; 2012; 2013) and Polya (1985; 1995), for example. The research was initially guided by the following questions: Do the inventoried works refer to theoretical research or classroom experiences? What approach to problem solving work was considered by the authors (methodology? Resource? A knowledge in itself?)? What school levels where they developed at (Elementary I, II or High School)? Is it possible to identify knowledge of the teaching profession that will have been mobilized by teachers to practice Problem Solving? For this study, the set of sources gathered 10 works from 51 inventoried and, in them, uses of problem solving as a methodology were identified, as well as indications of the use of it as a methodology, although without, having been effectively worked. In terms of teaching professional knowledge, it was noticed, it seems, that in practice, they speak of knowledge present (by utopia) in teacher training, but that they are polished only in the classroom. The main ones identified in the analyzed papers stand out, those related to the studentteacher relationship, classroom management, class management regarding the initial objectives and assessment.
The art of problem solving has been part of everyone’s life since earliest times. In mathematics, it goes back to ancient history and is still very present in debates on teaching and research. This undergraduate thesis addressed the issue of problem solving by conducting an inventory of research presented in the proceedings of the Seminário Nacional de História e Investigações de/em Matemática (SHIAM) from edition II for VI (20082017), seeking to characterize it in terms of a methodology, a didactic resource, professional teaching knowledge or other approaches that may arise. The objective of the work, in addition to the inventory, was to create categories about the possible different approaches to problem solving in the researches analyzed, seeking to problematize them with a view to what official documents and researchers investigating the theme preach, like Onuchic (1999; 2011; 2012; 2013) and Polya (1985; 1995), for example. The research was initially guided by the following questions: Do the inventoried works refer to theoretical research or classroom experiences? What approach to problem solving work was considered by the authors (methodology? Resource? A knowledge in itself?)? What school levels where they developed at (Elementary I, II or High School)? Is it possible to identify knowledge of the teaching profession that will have been mobilized by teachers to practice Problem Solving? For this study, the set of sources gathered 10 works from 51 inventoried and, in them, uses of problem solving as a methodology were identified, as well as indications of the use of it as a methodology, although without, having been effectively worked. In terms of teaching professional knowledge, it was noticed, it seems, that in practice, they speak of knowledge present (by utopia) in teacher training, but that they are polished only in the classroom. The main ones identified in the analyzed papers stand out, those related to the studentteacher relationship, classroom management, class management regarding the initial objectives and assessment.