CONTRIBUTIONS OF THE ACTIVITIES OF STUDY OF MATHEMATICS AND PHYSICAL EDUCATION FROM THE PERSPECTIVE OF DEVELOPMENTAL DIDACTICS IN ADOLESCENCE

• Autor(a) principal: Peres, Thalitta Fernandes de Carvalho
• Data de Publicação: 2024
• Outros Autores: Júnior, Marcos Jerônimo Dias
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educativa
• Texto Completo: https://seer.pucgoias.edu.br/index.php/educativa/article/view/9138
• topic: Ensino de Educação Física; Ensino de Matemática; Didática desenvolvimental; Adolescência; Ensino; Teaching Physical Education; Mathematics teaching; Developmental didactics; adolescence

Mathematics and Physical Education, in the political and cultural conjuncture of basic education, are curricular components in dispute and historical debates on the direction for the formation and development of young Brazilian students. In this context, this article aims to analyze evidence of development in adolescence, from study tasks with the concepts of square root in Mathematics and capoeira in Physical Education. These are organized in the theoretical contributions of the historical-cultural periodization of human development and developmental didactics. The study had the following guided question: how to organize the pedagogical-didactic work of Mathematics and Physical Education in order to effectively boost development in adolescence? The methodology was empirically based, and the didactic-formative experiment was used. The analysis of the results provided conditions to affirm that the activities of study of Mathematics and Physical Education contributed to the development of adolescents. Among the contributions, the: transformations of the motives stood out; imagination and creativity; attention; perception; memory; theoretical thinking and system of concepts and cooperation in personal intimate communication. In mathematics, these formative contributions provided adolescents with what is called conscious development of mathematical conceptual meanings and, in Physical Education, development of conscious body movement. It is concluded that, in the teaching and learning process of Mathematics and Physical Education, there is no “gift” and/or “talent”, but development.