Práticas colaborativas no ensino de funções: uma aplicação no Programa de Educação de Jovens e Adultos do município do Rio de Janeiro

• Autor(a) principal: Rio, Victor Luiz Castro Del
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/4848
• topic: Collaborative teaching (CT); Teaching function; Collaboration; Youth and Adult Education; Ensino colaborativo; Ensino de funções; Colaboração; Educação de Jovens e Adultos; Funções (Matemática); Práticas de ensino Rio de Janeiro (Cidade); Educação de Jovens e Adultos; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA::ALGEBRA

This study presents an experience on Collaborative Teaching (CT) on the Youth and Adult Educational Program. It offers the teacher tools that enable the use of Collaborative Teaching, besides explaining and structuring the use of this collaborative practice on teaching mathematics. The work also shows a comparative study between two groups of Youth and Adult Educational Program of the city of Rio de Janeiro, in which only one the CT has been used. This study intends to make a difference between collaborative teaching the traditional one. The reason of having developed this study on Youth and Adult Educational Program was due to the fact that it is a public historically known for presenting problems on the learning process, and also because it is a method of teaching in which the diversity of experiences is a differential to the development of collaborative practice. The proposed activities lead to creating an atmosphere likely to stimulate the interaction among the students and between the teacher and the student(s). Each student should be able to confront ideas, share knowledge and either develop or acquire skills, that is, each one should look forward to his own development and everybody else s too. By allying the collaborative practice to the function teaching, it was possible to introduce the basic concept of this topic, and show the students the different ways of representing it and in what ways its concept is connected to diversified areas of knowledge. With this work, it is expected that anyone becomes willing to use the Collaborative Practice feels encouraged and based to develop the topics of the Mathematics syllabus using this pedagogical practice. It is important to highlight that all the suggested structurings can and should be adapted to each reality and its particularities because, in addition to being a practice that leads to enhancing the teaching-learning process, the CT can be used as an analysis tool to allow all the participants to have a better understanding of the situation they are part of