Uma formação continuada, por meio de engenharia didática, de professoras polivalentes com o foco em conhecimentos e práticas pedagógicas referentes ao conceito de número natural

• Autor(a) principal: Lomasso, Emerson Bastos
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/22813
• topic: Números naturais; Professores de matemática - Formação profissional; Professor polivalente; Professores - Educação (Educação permanente); Numbers, Natural; Mathematics teachers - Occupational training; Multipurpose teacher; Teachers - Education (Continuing education); CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA

This research aimed to investigate, through a continuous formation of multipurpose teachers who teach mathematics, the knowledge they had about the concept of natural number and their pedagogical practices to teach such content, as well as contribute to this scenario. The theoretical guideline for establishing the concept of natural number in this formation was the genetic definition given by Piaget and Szeminska and thus focused on the study of the complementarity of the cardinal and ordinal aspects of the natural number. The research methodology was based on Artigue’s didactic engineering in the conception of Perrin- Glorian’s second generation. The research subjects were nine teachers from the early years of elementary school, in a municipal school in Belo Horizonte. The problem situations of the didactic sequence, one of the components of engineering, were elaborated from the experiences of Piaget and Szeminska and took as reference elements of Brousseau's Theory of Didactic Situations. A didactic engineering develops in phases. In this research they were constituted as follows: an analysis of the mathematical knowledge and pedagogical practices of teachers for the teaching of natural number; the delimitation of the variables for the elaboration of the didactic sequence; analysis of the teachers' experimentation in the classroom, reflections on the theoretical context that supported Piaget and Szeminska's experiences explored in the didactic sequence, and confrontation between a priori and a posteriori analyzes, validating the whole process. This validation indicated that there was a development of teachers, both regarding mathematical knowledge and the development of their pedagogical practices. It was evidenced to them that pedagogical materials that are elaborated with theoretical support, as in this case aiming to focus on the cardinal and ordinal aspects of the natural number according to Piaget, offering a better understanding for the students and broaden the knowledge of the teachers for their practice. It is added, as a result, that the didactic engineering methodology favored the data analysis and was configured as an adequate methodology for the continuing education of multipurpose teachers