THE ELKONIN-DAVYDOV SYSTEM AS A STUDY OBJECT IN MATHEMATICAL EDUCATION IN BRAZIL

• Autor(a) principal: Ambrosio, Pedro Gabriel
• Data de Publicação: 2023
• Outros Autores: Vieira Lemos, Lucas, Damazio, Ademir
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educativa
• Texto Completo: https://seer.pucgoias.edu.br/index.php/educativa/article/view/12440
• topic: Ensino desenvolvimental; Produções brasileiras; Educação Matemática; Sistema Elkonin-Davydov de Ensino de Matemática

The Theory of Developmental Teaching has one of its manifestations in the Elkonin- Davydov system, which constitutes the object of study of several research groups in the Brazilian scientific and educational context. The present study had as its object the manifestations of principles of this system in scientific works on mathematics education. The focus is on the presence of concepts relevant to historical and dialectical materialism that explain the link between the philosophical, pedagogical and psychological bases of the referred system, with a focus on the theoretical concept of number. Therefore, this study is guided by the following question: how theses and dissertations produced in the field of mathematics education, in Brazil, bring that link - pedagogical / philosophical / psychological - in the organization of the teaching of mathematical concepts when the basis of the study is the Theory of Developmental Teaching, while manifested in the Elkonin-Davydov system? This is a theoretical bibliographic analysis, which is preceded by a survey based on data from brazilian scientific repositories. For this article, we considered a thesis and two dissertations because they explain concepts of philosophical, pedagogical and psychological content, specific to the object of study. The exposition reveals that the mentioned studies explain the complexity and theoretical consistency of the organizing teaching in the Elkonin-Davydov system, particularly, in the specificity of mathematics teaching. This is revealed when contemplating the confluence among the categories, such as: thought movement of reduction from the concrete to the abstract and the movement of ascent from the abstract to the concrete, pedagogical and conceptual necessities, as well as the non-trichotomization among arithmetic, algebraic and geometric meanings.