A correlação entre a Teoria Vygotskyana e a Teoria da Objetivação no processo de ensino e aprendizagem da Matemática

• Autor(a) principal: Batista, Antonia Naiara de Sousa
• Data de Publicação: 2021
• Outros Autores: Oliveira, Gisele Pereira, Pereira, Ana Carolina Costa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Investigação e Divulgação em Educação Matemática
• Texto Completo: https://periodicos.ufjf.br/index.php/ridema/article/view/31426
• topic: Teoria Vygotskyana; Teoria da Objetivação; Vygotsky; Luis Radford; Educação Matemática; Vygotsky Theory; Objectification Theory; Vygotsky; Luis Radford; Mathematical Education

From studies and seminars carried out in the discipline entitled, Theories of Education and Teacher Training, held at the Postgraduate Course in Education at the State University of Ceará, in the 2020.1 semester, we had contact with different studies carried out by theoretical studies of Education, such as Piaget, Saviani, John Dewey, Paulo Freire, among others. However, in this study we will emphasize the study of Vigotsky's Theory (TV), mainly because from research, we realized that there could be a relationship with the Theory of Objectification (TO), developed by Luis Radford, a qualified working at the time. Thus, we are committed to this study, with a view to knowing the existing relationships between TV and TO as a basis for teaching and learning mathematics. This study describes it as qualitative, involving exploratory and descriptive aspects. And through this process, it was possible to perceive the two elements, as a language (signs), artifacts, interiorization and semiotics, without a teaching and learning process. However, on TV these terms are taken to a more psychological sphere, whereas in TO, Radford seeks to link these elements to the teaching and learning process in a more pedagogical way. Thus, this study aims to contribute to research that has been carried out in order to understand how theories are articulated in the teaching and learning process, mainly in the field of Mathematical Education.