O uso de jogos e a mediação do professor na abordagem histórico-cultural : primeiras aproximações
Autor(a) principal: | |
---|---|
Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/8629 |
Resumo: | The present study had as reference the Teaching Activity and Being Learning Situation aimed at internalizing of theoretical knowledge through the action and reflection (both the kids and the researcher) in the search for the solution of problem situations, with the intention to give children the need of appropriation of concepts, worrying about the "Genesis of the concept" (MOURA et al., 2010). The investigative procedure type taken as reference using a Teaching Guiding Activity (TGA) through Being Learning Situations (BLS). It sought to check if the game when used under the historical-cultural approach, triggers learning some own concepts to addition and subtraction operations. It to do so was considered the games CUBRA A SOMA and FECHE A CAIXA. The study consisted of five Teaching Activities with each game, totaling ten activities, during the months of October to December, in the year 2015, in a State school located in the city of São Carlos, in the State of São Paulo. The eight children were selected by the teacher of the class, four considered with more skills in calculus and four considered with less skills in calculus. The procedures included: a) request for authorization of School Unit for realization of this study; b) submission of the study to the Ethics Committee; c) filling a questionnaire for parents/guardians of the eight participating students of this study and the informed consent; d) use of the game CUBRA A SOMA, as activities for the appropriation of addition; e) using the FECHE A CAIXA how activities for the appropriation of addition and subtraction; f) resolution of problem situations involving addition and subtraction; g) footage of children in 10 classes in which were developed the teaching activities and some audio recordings; g) analysis and discuss of data obtained with the footage and audio recordings with the assumption the concepts of cultural-historical approach, the question of study and objectives. The results indicated that the mediations, associated with the motivation of children, during the Teaching Activity can provide the development. Whereas that the children do not generalize and do not internalize the concepts same way, though to be mediated by the same person (the researcher), we found that the knowledge related to the concepts of addition and subtraction were appropriate at different levels. |
id |
SCAR_6f4391264ea592ef1bfcd39f4c27ae6f |
---|---|
oai_identifier_str |
oai:repositorio.ufscar.br:ufscar/8629 |
network_acronym_str |
SCAR |
network_name_str |
Repositório Institucional da UFSCAR |
repository_id_str |
4322 |
spelling |
Pereira, PatríciaFaria, Paulo Cezar dehttp://lattes.cnpq.br/3630521378837174http://lattes.cnpq.br/5172215720465911b43298da-4b22-4c46-a52d-879364e01f772017-04-19T13:53:27Z2017-04-19T13:53:27Z2016-10-27PEREIRA, Patrícia. O uso de jogos e a mediação do professor na abordagem histórico-cultural : primeiras aproximações. 2016. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8629.https://repositorio.ufscar.br/handle/ufscar/8629The present study had as reference the Teaching Activity and Being Learning Situation aimed at internalizing of theoretical knowledge through the action and reflection (both the kids and the researcher) in the search for the solution of problem situations, with the intention to give children the need of appropriation of concepts, worrying about the "Genesis of the concept" (MOURA et al., 2010). The investigative procedure type taken as reference using a Teaching Guiding Activity (TGA) through Being Learning Situations (BLS). It sought to check if the game when used under the historical-cultural approach, triggers learning some own concepts to addition and subtraction operations. It to do so was considered the games CUBRA A SOMA and FECHE A CAIXA. The study consisted of five Teaching Activities with each game, totaling ten activities, during the months of October to December, in the year 2015, in a State school located in the city of São Carlos, in the State of São Paulo. The eight children were selected by the teacher of the class, four considered with more skills in calculus and four considered with less skills in calculus. The procedures included: a) request for authorization of School Unit for realization of this study; b) submission of the study to the Ethics Committee; c) filling a questionnaire for parents/guardians of the eight participating students of this study and the informed consent; d) use of the game CUBRA A SOMA, as activities for the appropriation of addition; e) using the FECHE A CAIXA how activities for the appropriation of addition and subtraction; f) resolution of problem situations involving addition and subtraction; g) footage of children in 10 classes in which were developed the teaching activities and some audio recordings; g) analysis and discuss of data obtained with the footage and audio recordings with the assumption the concepts of cultural-historical approach, the question of study and objectives. The results indicated that the mediations, associated with the motivation of children, during the Teaching Activity can provide the development. Whereas that the children do not generalize and do not internalize the concepts same way, though to be mediated by the same person (the researcher), we found that the knowledge related to the concepts of addition and subtraction were appropriate at different levels.O presente estudo teve como referência a Atividade Orientadora de Ensino (AOE) e a Situação Desencadeadora de Aprendizagem (SDA), visando à internalização de conhecimentos teóricos por meio da ação e reflexão (tanto das crianças quanto da pesquisadora), na busca pela solução de situações-problema, com a intenção de proporcionar às crianças a necessidade de apropriação de conceitos, preocupando-se com a ―gênese do conceito‖ (MOURA et al., 2010). O procedimento investigativo tomou como referência o uso de uma Atividade Orientadora de Ensino (AOE), por meio de Situações Desencadeadoras de Aprendizagem (SDAs). Procurou-se verificar se o jogo, quando utilizado sob a abordagem histórico-cultural, desencadeia a aprendizagem de alguns conceitos inerentes às operações de adição e subtração. Para tanto, consideraram-se os jogos CUBRA A SOMA e FECHE A CAIXA. O estudo consistiu em cinco Atividades de Ensino com cada jogo, durante os meses de outubro a dezembro, no ano de 2015, em uma escola estadual localizada no munícipio de São Carlos, no estado de São Paulo. As oito crianças participantes foram selecionadas pela professora da turma, sendo quatro consideradas com mais habilidades em cálculo e quatro, com menos habilidades em cálculo. Os procedimentos incluíram: a) solicitação de autorização da Unidade Escolar para realização desse estudo; b) submissão do estudo ao Comitê de Ética; c) preenchimento de questionário pelos pais/responsáveis dos oito alunos participantes desse estudo e do Termo de Consentimento Livre e Esclarecido; d) uso do jogo CUBRA A SOMA, como atividade para a apropriação da adição; e) uso do jogo FECHE A CAIXA, como atividade para a apropriação da adição e da subtração; f) resolução de situações-problema envolvendo a adição e a subtração; g) filmagem das crianças nas 10 aulas em que foram desenvolvidas as atividades de ensino e algumas gravações de áudio; h) análise e discussão dos dados obtidos, com as filmagens e gravações de áudio, tendo como pressuposto conceitos da abordagem histórico-cultural, a questão de estudo e os objetivos. Os resultados indicaram que as mediações, associadas à motivação das crianças, durante a Atividade Orientadora de Ensino (AOE), podem proporcionar o desenvolvimento das funções psíquicas superiores. Considerando que as crianças não generalizam e não internalizam os conceitos da mesma maneira, apesar de serem mediadas pela mesma pessoa (a pesquisadora), constatamos que os conhecimentos relacionados aos conceitos da adição e subtração foram apropriados em diferentes níveis.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação Profissional em Educação - PPGPEUFSCarAtividade de ensinoAtividade de aprendizagemMediaçãoMotivaçãoJogosAdiçãoSubtraçãoTeaching activityLearning activityMediationMotivationGamesAdditionSubtractionCIENCIAS HUMANAS::EDUCACAOO uso de jogos e a mediação do professor na abordagem histórico-cultural : primeiras aproximaçõesThe use of games and the mediation of the teacher in historical-cultural approach : first approximationsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline600600124d90d3-07a6-47ac-8f4d-a31fd6e4a6a1info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissPP.pdfDissPP.pdfapplication/pdf5168619https://repositorio.ufscar.br/bitstream/ufscar/8629/1/DissPP.pdfc702ea3445a7b26549ead045757dde6bMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/8629/2/license.txtae0398b6f8b235e40ad82cba6c50031dMD52TEXTDissPP.pdf.txtDissPP.pdf.txtExtracted texttext/plain583260https://repositorio.ufscar.br/bitstream/ufscar/8629/3/DissPP.pdf.txt9b30e0048e8bf38bd75c7c6283428fddMD53THUMBNAILDissPP.pdf.jpgDissPP.pdf.jpgIM Thumbnailimage/jpeg6437https://repositorio.ufscar.br/bitstream/ufscar/8629/4/DissPP.pdf.jpgc20cb58d5e29c3da5da87475d4113ed9MD54ufscar/86292023-09-18 18:32:30.601oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:30Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
O uso de jogos e a mediação do professor na abordagem histórico-cultural : primeiras aproximações |
dc.title.alternative.eng.fl_str_mv |
The use of games and the mediation of the teacher in historical-cultural approach : first approximations |
title |
O uso de jogos e a mediação do professor na abordagem histórico-cultural : primeiras aproximações |
spellingShingle |
O uso de jogos e a mediação do professor na abordagem histórico-cultural : primeiras aproximações Pereira, Patrícia Atividade de ensino Atividade de aprendizagem Mediação Motivação Jogos Adição Subtração Teaching activity Learning activity Mediation Motivation Games Addition Subtraction CIENCIAS HUMANAS::EDUCACAO |
title_short |
O uso de jogos e a mediação do professor na abordagem histórico-cultural : primeiras aproximações |
title_full |
O uso de jogos e a mediação do professor na abordagem histórico-cultural : primeiras aproximações |
title_fullStr |
O uso de jogos e a mediação do professor na abordagem histórico-cultural : primeiras aproximações |
title_full_unstemmed |
O uso de jogos e a mediação do professor na abordagem histórico-cultural : primeiras aproximações |
title_sort |
O uso de jogos e a mediação do professor na abordagem histórico-cultural : primeiras aproximações |
author |
Pereira, Patrícia |
author_facet |
Pereira, Patrícia |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/5172215720465911 |
dc.contributor.author.fl_str_mv |
Pereira, Patrícia |
dc.contributor.advisor1.fl_str_mv |
Faria, Paulo Cezar de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3630521378837174 |
dc.contributor.authorID.fl_str_mv |
b43298da-4b22-4c46-a52d-879364e01f77 |
contributor_str_mv |
Faria, Paulo Cezar de |
dc.subject.por.fl_str_mv |
Atividade de ensino Atividade de aprendizagem Mediação Motivação Jogos Adição Subtração |
topic |
Atividade de ensino Atividade de aprendizagem Mediação Motivação Jogos Adição Subtração Teaching activity Learning activity Mediation Motivation Games Addition Subtraction CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teaching activity Learning activity Mediation Motivation Games Addition Subtraction |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The present study had as reference the Teaching Activity and Being Learning Situation aimed at internalizing of theoretical knowledge through the action and reflection (both the kids and the researcher) in the search for the solution of problem situations, with the intention to give children the need of appropriation of concepts, worrying about the "Genesis of the concept" (MOURA et al., 2010). The investigative procedure type taken as reference using a Teaching Guiding Activity (TGA) through Being Learning Situations (BLS). It sought to check if the game when used under the historical-cultural approach, triggers learning some own concepts to addition and subtraction operations. It to do so was considered the games CUBRA A SOMA and FECHE A CAIXA. The study consisted of five Teaching Activities with each game, totaling ten activities, during the months of October to December, in the year 2015, in a State school located in the city of São Carlos, in the State of São Paulo. The eight children were selected by the teacher of the class, four considered with more skills in calculus and four considered with less skills in calculus. The procedures included: a) request for authorization of School Unit for realization of this study; b) submission of the study to the Ethics Committee; c) filling a questionnaire for parents/guardians of the eight participating students of this study and the informed consent; d) use of the game CUBRA A SOMA, as activities for the appropriation of addition; e) using the FECHE A CAIXA how activities for the appropriation of addition and subtraction; f) resolution of problem situations involving addition and subtraction; g) footage of children in 10 classes in which were developed the teaching activities and some audio recordings; g) analysis and discuss of data obtained with the footage and audio recordings with the assumption the concepts of cultural-historical approach, the question of study and objectives. The results indicated that the mediations, associated with the motivation of children, during the Teaching Activity can provide the development. Whereas that the children do not generalize and do not internalize the concepts same way, though to be mediated by the same person (the researcher), we found that the knowledge related to the concepts of addition and subtraction were appropriate at different levels. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-10-27 |
dc.date.accessioned.fl_str_mv |
2017-04-19T13:53:27Z |
dc.date.available.fl_str_mv |
2017-04-19T13:53:27Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
PEREIRA, Patrícia. O uso de jogos e a mediação do professor na abordagem histórico-cultural : primeiras aproximações. 2016. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8629. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/8629 |
identifier_str_mv |
PEREIRA, Patrícia. O uso de jogos e a mediação do professor na abordagem histórico-cultural : primeiras aproximações. 2016. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8629. |
url |
https://repositorio.ufscar.br/handle/ufscar/8629 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.confidence.fl_str_mv |
600 600 |
dc.relation.authority.fl_str_mv |
124d90d3-07a6-47ac-8f4d-a31fd6e4a6a1 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus São Carlos |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação Profissional em Educação - PPGPE |
dc.publisher.initials.fl_str_mv |
UFSCar |
publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus São Carlos |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFSCAR instname:Universidade Federal de São Carlos (UFSCAR) instacron:UFSCAR |
instname_str |
Universidade Federal de São Carlos (UFSCAR) |
instacron_str |
UFSCAR |
institution |
UFSCAR |
reponame_str |
Repositório Institucional da UFSCAR |
collection |
Repositório Institucional da UFSCAR |
bitstream.url.fl_str_mv |
https://repositorio.ufscar.br/bitstream/ufscar/8629/1/DissPP.pdf https://repositorio.ufscar.br/bitstream/ufscar/8629/2/license.txt https://repositorio.ufscar.br/bitstream/ufscar/8629/3/DissPP.pdf.txt https://repositorio.ufscar.br/bitstream/ufscar/8629/4/DissPP.pdf.jpg |
bitstream.checksum.fl_str_mv |
c702ea3445a7b26549ead045757dde6b ae0398b6f8b235e40ad82cba6c50031d 9b30e0048e8bf38bd75c7c6283428fdd c20cb58d5e29c3da5da87475d4113ed9 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR) |
repository.mail.fl_str_mv |
|
_version_ |
1802136321329725440 |