O processo de significação atribuído à história da Matemática por estudantes de um curso de licenciatura em Matemática

• Autor(a) principal: Magalhães, Ana Paula de Almeida Saraiva
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/11233
• topic: Formação inicial de professor; História da Matemática; Materialismo histórico dialético; Ensino e aprendizagem; Significação; Teaching training; History of Math; Dialectical historical materialism; Teaching-learning; Meaning; CIENCIAS HUMANAS::EDUCACAO

This study aims to investigate the process of meaning assigned to the history of the Math teaching, which can emerge during the action of teacher training of future teachers, enrolled in the History of Math subject, in the undergraduate Math program at the University of Goiás, located in the city of Anápolis. During the initial teacher training, conceptual meanings are presented in order to be acquired by the participants of this research. This appropriation occurs through the relation stablished by the participants with the actions in the activities organized. Thus, the initial point is that there is a relation among the actions provided during the teacher training and the process of meaning regarding the history of Math teaching, resulting in a movement where the students can revise their reasons related to their education and they can also give new senses to the constitutive elements of the teacher training. Hence, the thesis defended here is that there is a potential in the history of Math that contributes to the teacher training regarding the understanding of Math concepts in a perspective of the logical-history development. The aim of this study is the process of meaning which the students give to the history of Math teaching. In this prerogative, we sought to present the historical aspects related to the teacher training and the history of Math as a subject and also the specificity of the object in its constitution process, apprehended by the didactic formative experiment. Being aware that the method is the conducting wire of every research and it is based on it that the analysis, which will highlight the evidences of the intra relations of the elements, will be defined, this inquiry was conducted by the Dialectical Historical Materialism as the research method. In order to answer the inquiry question, the analysis was reasoned on principles of the historical-cultural theory, activity theory and developmental teaching. The results highlight the way an activity in the initial teacher training can be structured, so that the students can give meaning to the teaching work as an object of their formation; they also give evidence of how the students mobilized themselves and, in the development of their tasks, they acted guided by the theoretical fundamentals of the oriented activity of formation, having as essential element the theoretical Math knowledge. In this process, it was possible to learn a movement of meaning of the students regarding the History of Math teaching. From the moment they developed a collaborative work and get in the study of activity, they start to acquire conceptual nexuses of the History of Math and Math concepts. Thus, they give new senses to this subject, in order that these meanings are reflected on the meanings they transfer to their formation.