Vergnaud’s Additive Conceptual Field: an Overview of Brazilian Academic Dissertations from 2000 to 2021

Detalhes bibliográficos
Autor(a) principal: Pommer, Wagner marcelo
Data de Publicação: 2023
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Revista Eletrônica Pesquiseduca
Texto Completo: https://periodicos.unisantos.br/pesquiseduca/article/view/1426
Resumo: This research aimed to carry out a mapping of the Brazilian academic dissertations whose main focus was the Additive Conceptual Field proposed by Gérard Vergnaud. The methodology adopted was the State of the Art, using Google Scholar as a source, in the period from 2000 to 2021. On this basis, the keyword used was 'Vergnaud' and 'Additive Field', in which the results were located in the surroundings of Teaching and Education area of basic schooling. Twenty-two academic dissertations were found in this search. Academic dissertations in Education were predominant (54.53%) in fifteen Pos Graduate programs. The predominant school segment of the surveys were the early years of Elementary School (86.36%). As for the research subject, dissertations involving students were the most frequent (68.18%), followed by teachers (13.63%), textbooks (9.09%) and curriculum material (9.09%).
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spelling Vergnaud’s Additive Conceptual Field: an Overview of Brazilian Academic Dissertations from 2000 to 2021El campo conceptual aditivo de Vergnaud: un panorama de las disertaciones académicas brasileñas de 2000 a 2021O campo conceitual aditivo de Vergnaud: um panorama de dissertações acadêmicas brasileiras no período de 2000 a 2021Estado da ArteVergnaudCampo ConceitualEstruturas aditivasEstado del arteVergnaudCampo conceptualEstructuras aditivashe State of artVergnaudConceptual fieldAdditive structuresThis research aimed to carry out a mapping of the Brazilian academic dissertations whose main focus was the Additive Conceptual Field proposed by Gérard Vergnaud. The methodology adopted was the State of the Art, using Google Scholar as a source, in the period from 2000 to 2021. On this basis, the keyword used was 'Vergnaud' and 'Additive Field', in which the results were located in the surroundings of Teaching and Education area of basic schooling. Twenty-two academic dissertations were found in this search. Academic dissertations in Education were predominant (54.53%) in fifteen Pos Graduate programs. The predominant school segment of the surveys were the early years of Elementary School (86.36%). As for the research subject, dissertations involving students were the most frequent (68.18%), followed by teachers (13.63%), textbooks (9.09%) and curriculum material (9.09%).Esta investigación tuvo como objetivo llevar a cabo un mapeo de las disertaciones académicas brasileñas cuyo enfoque principal era el Campo Conceptual Aditivo propuesto por Gérard Vergnaud. La metodología adoptada fue el Estado del Arte, utilizando como fuente Google Scholar, en el período de 2000 a 2021. Sobre esta base, la palabra clave utilizada fue 'Vergnaud' y 'Additive Field', en la que los resultados se ubicaron en el entorno en el área de Magisterio y Educación de la escolaridad básica. En esta búsqueda se encontraron veintidós disertaciones académicas. Las disertaciones académicas en Educación predominaron (54,53%) en quince programas de Posgrado. El segmento escolar predominante de las encuestas fueron los primeros años de la Enseñanza Fundamental (86,35%). En cuanto al tema de investigación, las disertaciones de estudiantes fueron las más frecuentes (68,18%), seguidas de los profesores (13,63%), los libros de texto (9,09%) y el material curricular (9,09%).  Esta pesquisa objetivou realizar um mapeamento das dissertações acadêmicas brasileiras que tiveram como foco principal o Campo Conceitual Aditivo proposto por Gérard Vergnaud. A metodologia adotada foi o Estado da Arte, utilizando como fonte o Google Acadêmico, no período de 2000 a 2021. Nesta base a palavra-chave empregada foi ‘Vergnaud’ e ‘Campo Aditivo’, em que os resultados se situaram no entorno na área do Ensino e Educação da escolaridade básica. Nesta busca foram encontradas vinte e duas dissertações acadêmicas. As dissertações acadêmicas em Educação foram predominantes (54,53%), em quinze programas de Pós-Graduação. O segmento escolar predominante das pesquisas foram os anos iniciais do Ensino Fundamental (86,35%). Quanto ao sujeito de pesquisa, as dissertações envolvendo alunos foram as mais frequentes (68,18%), seguido de professores (13,63%), livro didático (9,09%) e material curricular (9,09%).EDITORA UNIVERSITÁRIA LEOPOLDIANUM - Universidade Católica de Santos2023-09-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unisantos.br/pesquiseduca/article/view/142610.58422/repesq.2023.e1426REVISTA ELETRÔNICA PESQUISEDUCA; v. 15 n. 37 (2023): Práticas Investigativas e Práticas Escolares; 76-942177-1626reponame:Revista Eletrônica Pesquiseducainstname:Universidade Católica de Santos (UNISANTOS)instacron:EDULenghttps://periodicos.unisantos.br/pesquiseduca/article/view/1426/1205https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPommer, Wagner marcelo2023-09-26T17:47:19Zoai:ojs.periodicos.unisantos.br:article/1426Revistahttps://periodicos.unisantos.br/pesquiseduca/indexPRIhttps://periodicos.unisantos.br/pesquiseduca/oai||pesquiseduca@unisantos.br2177-16262177-1626opendoar:2023-09-26T17:47:19Revista Eletrônica Pesquiseduca - Universidade Católica de Santos (UNISANTOS)false
dc.title.none.fl_str_mv Vergnaud’s Additive Conceptual Field: an Overview of Brazilian Academic Dissertations from 2000 to 2021
El campo conceptual aditivo de Vergnaud: un panorama de las disertaciones académicas brasileñas de 2000 a 2021
O campo conceitual aditivo de Vergnaud: um panorama de dissertações acadêmicas brasileiras no período de 2000 a 2021
title Vergnaud’s Additive Conceptual Field: an Overview of Brazilian Academic Dissertations from 2000 to 2021
spellingShingle Vergnaud’s Additive Conceptual Field: an Overview of Brazilian Academic Dissertations from 2000 to 2021
Pommer, Wagner marcelo
Estado da Arte
Vergnaud
Campo Conceitual
Estruturas aditivas
Estado del arte
Vergnaud
Campo conceptual
Estructuras aditivas
he State of art
Vergnaud
Conceptual field
Additive structures
title_short Vergnaud’s Additive Conceptual Field: an Overview of Brazilian Academic Dissertations from 2000 to 2021
title_full Vergnaud’s Additive Conceptual Field: an Overview of Brazilian Academic Dissertations from 2000 to 2021
title_fullStr Vergnaud’s Additive Conceptual Field: an Overview of Brazilian Academic Dissertations from 2000 to 2021
title_full_unstemmed Vergnaud’s Additive Conceptual Field: an Overview of Brazilian Academic Dissertations from 2000 to 2021
title_sort Vergnaud’s Additive Conceptual Field: an Overview of Brazilian Academic Dissertations from 2000 to 2021
author Pommer, Wagner marcelo
author_facet Pommer, Wagner marcelo
author_role author
dc.contributor.author.fl_str_mv Pommer, Wagner marcelo
dc.subject.por.fl_str_mv Estado da Arte
Vergnaud
Campo Conceitual
Estruturas aditivas
Estado del arte
Vergnaud
Campo conceptual
Estructuras aditivas
he State of art
Vergnaud
Conceptual field
Additive structures
topic Estado da Arte
Vergnaud
Campo Conceitual
Estruturas aditivas
Estado del arte
Vergnaud
Campo conceptual
Estructuras aditivas
he State of art
Vergnaud
Conceptual field
Additive structures
description This research aimed to carry out a mapping of the Brazilian academic dissertations whose main focus was the Additive Conceptual Field proposed by Gérard Vergnaud. The methodology adopted was the State of the Art, using Google Scholar as a source, in the period from 2000 to 2021. On this basis, the keyword used was 'Vergnaud' and 'Additive Field', in which the results were located in the surroundings of Teaching and Education area of basic schooling. Twenty-two academic dissertations were found in this search. Academic dissertations in Education were predominant (54.53%) in fifteen Pos Graduate programs. The predominant school segment of the surveys were the early years of Elementary School (86.36%). As for the research subject, dissertations involving students were the most frequent (68.18%), followed by teachers (13.63%), textbooks (9.09%) and curriculum material (9.09%).
publishDate 2023
dc.date.none.fl_str_mv 2023-09-26
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unisantos.br/pesquiseduca/article/view/1426
10.58422/repesq.2023.e1426
url https://periodicos.unisantos.br/pesquiseduca/article/view/1426
identifier_str_mv 10.58422/repesq.2023.e1426
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://periodicos.unisantos.br/pesquiseduca/article/view/1426/1205
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv EDITORA UNIVERSITÁRIA LEOPOLDIANUM - Universidade Católica de Santos
publisher.none.fl_str_mv EDITORA UNIVERSITÁRIA LEOPOLDIANUM - Universidade Católica de Santos
dc.source.none.fl_str_mv REVISTA ELETRÔNICA PESQUISEDUCA; v. 15 n. 37 (2023): Práticas Investigativas e Práticas Escolares; 76-94
2177-1626
reponame:Revista Eletrônica Pesquiseduca
instname:Universidade Católica de Santos (UNISANTOS)
instacron:EDUL
instname_str Universidade Católica de Santos (UNISANTOS)
instacron_str EDUL
institution EDUL
reponame_str Revista Eletrônica Pesquiseduca
collection Revista Eletrônica Pesquiseduca
repository.name.fl_str_mv Revista Eletrônica Pesquiseduca - Universidade Católica de Santos (UNISANTOS)
repository.mail.fl_str_mv ||pesquiseduca@unisantos.br
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