Quando os estudantes não são mais os mesmos: o processo de apropriação de conhecimentos geométricos nos anos iniciais e a teoria histórico-cultural
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/12149 |
Resumo: | Assuming the historical-dialectical materialist method as a conception of the world, a research method and as a praxis, this research was developed in a public school in Goiânia, with children from the early years, in an attempt not only to understand the educational reality, but to transform it to a new quality. This work is materialized in an investigation into the process of appropriation of geometric knowledge, in the early years of elementary school, based on Historical-Cultural Theory, Activity Theory and theoretical and methodological assumptions of Teaching Guiding Activity. To this end, a didactic-formative experiment was organized, composed of a set of Tasks, developed in the years 2018 and 2019, in the municipal education network of Goiânia, with children in the fourth year and, later, in the fifth year of Elementary School. The guiding question of the investigation was: What are the formative movements of transformation of students, from the early years, in the process of appropriation of the concept of form, in a teaching organization supported by the Historical-Cultural Theory? Associated with this, we aimed to investigate the formative movements of qualitative transformation in students in the process of appropriation of the concept of form, based on Historical-Cultural Theory, Activity Theory and the theoretical-methodological assumptions of Teaching Guiding Activity. Therefore, the analysis by units was the chosen path to apprehend the object of study in its movement, materializing in two units of analysis, namely: Formative movements revealing the development of collective activity; and The process of appropriation of the concept of form: the formative movements of qualitative transformations in the students. Relating the stages of development of geometric knowledge, the students showed greater ease in the appropriation process when the nexuses involved aspects of practical and sensorial geometry, however, in manifesting the attributions of meaning referring to formal geometry, the subjects explained difficulty in the abstraction process and generalization, operating with general representations of the object or verbalizing conceptual mistakes. Conclusively, this research allows us to defend the following thesis: in a proposal for the organization of geometry teaching for the early years, supported by Historical-Cultural Theory, the transformation of subjects takes place through their collective experiences in the process of conceptual appropriation. |
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Cedro, Wellington Limahttp://lattes.cnpq.br/1123884255260078Cedro, Wellington LimaDamazio, AdemirLongarezi, Andrea MaturanoSousa, Maria do Carmo deSilva, Sandra Aparecida Fraga dahttp://lattes.cnpq.br/5590286776929063Oliveira, Daniela Cristina de2022-06-28T14:26:09Z2022-06-28T14:26:09Z2022-05-12OLIVEIRA, D. C. Quando os estudantes não são mais os mesmos: o processo de apropriação de conhecimentos geométricos nos anos iniciais e a teoria histórico-cultural. 2022. 234 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2022.http://repositorio.bc.ufg.br/tede/handle/tede/12149Assuming the historical-dialectical materialist method as a conception of the world, a research method and as a praxis, this research was developed in a public school in Goiânia, with children from the early years, in an attempt not only to understand the educational reality, but to transform it to a new quality. This work is materialized in an investigation into the process of appropriation of geometric knowledge, in the early years of elementary school, based on Historical-Cultural Theory, Activity Theory and theoretical and methodological assumptions of Teaching Guiding Activity. To this end, a didactic-formative experiment was organized, composed of a set of Tasks, developed in the years 2018 and 2019, in the municipal education network of Goiânia, with children in the fourth year and, later, in the fifth year of Elementary School. The guiding question of the investigation was: What are the formative movements of transformation of students, from the early years, in the process of appropriation of the concept of form, in a teaching organization supported by the Historical-Cultural Theory? Associated with this, we aimed to investigate the formative movements of qualitative transformation in students in the process of appropriation of the concept of form, based on Historical-Cultural Theory, Activity Theory and the theoretical-methodological assumptions of Teaching Guiding Activity. Therefore, the analysis by units was the chosen path to apprehend the object of study in its movement, materializing in two units of analysis, namely: Formative movements revealing the development of collective activity; and The process of appropriation of the concept of form: the formative movements of qualitative transformations in the students. Relating the stages of development of geometric knowledge, the students showed greater ease in the appropriation process when the nexuses involved aspects of practical and sensorial geometry, however, in manifesting the attributions of meaning referring to formal geometry, the subjects explained difficulty in the abstraction process and generalization, operating with general representations of the object or verbalizing conceptual mistakes. Conclusively, this research allows us to defend the following thesis: in a proposal for the organization of geometry teaching for the early years, supported by Historical-Cultural Theory, the transformation of subjects takes place through their collective experiences in the process of conceptual appropriation.Assumindo-se o método materialista histórico-dialético como concepção de mundo, método de pesquisa e como práxis, esta pesquisa foi desenvolvida em uma escola pública de Goiânia, com crianças dos anos iniciais, na tentativa não somente de compreender a realidade educacional, mas de transformá-la para uma nova qualidade. Este trabalho materializa-se em uma investigação sobre o processo de apropriação do conhecimento geométrico, nos anos iniciais do ensino fundamental, nos respaldando na Teoria Histórico-Cultural, na Teoria da Atividade e em pressupostos teóricos e metodológicos da Atividade Orientadora de Ensino. Para tanto, foi organizado um experimento didático-formativo, composto por um conjunto de Tarefas, desenvolvidas nos anos de 2018 e 2019, na rede municipal de educação de Goiânia, com crianças do quarto ano e, posteriormente, do quinto ano do Ensino Fundamental. A questão norteadora da investigação foi: Quais os movimentos formativos de transformação dos estudantes, dos anos iniciais, no processo de apropriação do conceito de forma, em uma organização do ensino sustentada na Teoria Histórico-Cultural? Associado a isso, tivemos por objetivo investigar os movimentos formativos de transformação qualitativas nos estudantes no processo de apropriação do conceito de forma, com base na Teoria Histórico-Cultural, na Teoria da Atividade e nos pressupostos teóricos-metodológicos da Atividade Orientadora de Ensino. Para tanto, a análise por unidades foi o caminho escolhido para apreender o objeto de estudo em seu movimento, concretizando-se em duas unidades de análise, a saber: Movimentos formativos reveladores do desenvolvimento da atividade coletiva; e O processo de apropriação do conceito de forma: os movimentos formativos de transformações qualitativas nos estudantes. Relacionando as fases de desenvolvimento do conhecimento geométrico, os estudantes apresentaram maior facilidade no processo de apropriação quando os nexos envolviam aspectos da geometria prática e sensorial, contudo, em manifestar as atribuições de sentido referente à geometria formal, os sujeitos explicitaram dificuldade no processo de abstração e generalização, operando com representações gerais do objeto ou verbalizando equívocos conceituais. De modo conclusivo, esta pesquisa nos permite defender a seguinte tese: em uma proposta de organização do ensino de geometria para os anos iniciais, sustentada na Teoria Histórico-Cultural, a transformação dos sujeitos acontece mediante suas vivências coletivas no processo de apropriação conceitual.Submitted by Onia Arantes Albuquerque (onia.ufg@gmail.com) on 2022-06-28T14:05:13Z No. of bitstreams: 2 Tese - Daniela Cristina de Oliveira - 2022.pdf: 9856365 bytes, checksum: 7049cf316d34598b8a819bb13ad45e08 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2022-06-28T14:26:09Z (GMT) No. of bitstreams: 2 Tese - Daniela Cristina de Oliveira - 2022.pdf: 9856365 bytes, checksum: 7049cf316d34598b8a819bb13ad45e08 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Made available in DSpace on 2022-06-28T14:26:09Z (GMT). No. of bitstreams: 2 Tese - Daniela Cristina de Oliveira - 2022.pdf: 9856365 bytes, checksum: 7049cf316d34598b8a819bb13ad45e08 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Previous issue date: 2022-05-12Fundação de Amparo à Pesquisa do Estado de GoiásporUniversidade Federal de GoiásPrograma de Pós-graduação em Educação em Ciências e Matemática (PRPG)UFGBrasilPró-Reitoria de Pós-graduação (PRPG)Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAnos iniciaisAtividade pedagógicaAtividade orientadora de ensinoGeometriaTeoria histórico-culturalEarly yearsPedagogical activityTeaching guidance activityGeometryHistorical-cultural theoryCIENCIAS HUMANAS::EDUCACAOQuando os estudantes não são mais os mesmos: o processo de apropriação de conhecimentos geométricos nos anos iniciais e a teoria histórico-culturalWhen students are no longer the same: the process of appropriation of geometric knowledge in the early years and the historical-cultural theoryinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis40500500500500301953reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/e3504924-bfab-4ef8-ab65-5ee3689099ae/download8a4605be74aa9ea9d79846c1fba20a33MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.bc.ufg.br/tede/bitstreams/6a48fe52-e325-4cca-a20b-3f8cc4dd1f49/download4460e5956bc1d1639be9ae6146a50347MD52ORIGINALTese - Daniela Cristina de Oliveira - 2022.pdfTese - Daniela Cristina de Oliveira - 2022.pdfapplication/pdf9856365http://repositorio.bc.ufg.br/tede/bitstreams/3941f836-c4e6-474d-990b-7bc58c222b17/download7049cf316d34598b8a819bb13ad45e08MD53tede/121492022-06-28 11:26:09.918http://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 Internationalopen.accessoai:repositorio.bc.ufg.br:tede/12149http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2022-06-28T14:26:09Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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 |
dc.title.pt_BR.fl_str_mv |
Quando os estudantes não são mais os mesmos: o processo de apropriação de conhecimentos geométricos nos anos iniciais e a teoria histórico-cultural |
dc.title.alternative.eng.fl_str_mv |
When students are no longer the same: the process of appropriation of geometric knowledge in the early years and the historical-cultural theory |
title |
Quando os estudantes não são mais os mesmos: o processo de apropriação de conhecimentos geométricos nos anos iniciais e a teoria histórico-cultural |
spellingShingle |
Quando os estudantes não são mais os mesmos: o processo de apropriação de conhecimentos geométricos nos anos iniciais e a teoria histórico-cultural Oliveira, Daniela Cristina de Anos iniciais Atividade pedagógica Atividade orientadora de ensino Geometria Teoria histórico-cultural Early years Pedagogical activity Teaching guidance activity Geometry Historical-cultural theory CIENCIAS HUMANAS::EDUCACAO |
title_short |
Quando os estudantes não são mais os mesmos: o processo de apropriação de conhecimentos geométricos nos anos iniciais e a teoria histórico-cultural |
title_full |
Quando os estudantes não são mais os mesmos: o processo de apropriação de conhecimentos geométricos nos anos iniciais e a teoria histórico-cultural |
title_fullStr |
Quando os estudantes não são mais os mesmos: o processo de apropriação de conhecimentos geométricos nos anos iniciais e a teoria histórico-cultural |
title_full_unstemmed |
Quando os estudantes não são mais os mesmos: o processo de apropriação de conhecimentos geométricos nos anos iniciais e a teoria histórico-cultural |
title_sort |
Quando os estudantes não são mais os mesmos: o processo de apropriação de conhecimentos geométricos nos anos iniciais e a teoria histórico-cultural |
author |
Oliveira, Daniela Cristina de |
author_facet |
Oliveira, Daniela Cristina de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Cedro, Wellington Lima |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1123884255260078 |
dc.contributor.referee1.fl_str_mv |
Cedro, Wellington Lima |
dc.contributor.referee2.fl_str_mv |
Damazio, Ademir |
dc.contributor.referee3.fl_str_mv |
Longarezi, Andrea Maturano |
dc.contributor.referee4.fl_str_mv |
Sousa, Maria do Carmo de |
dc.contributor.referee5.fl_str_mv |
Silva, Sandra Aparecida Fraga da |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5590286776929063 |
dc.contributor.author.fl_str_mv |
Oliveira, Daniela Cristina de |
contributor_str_mv |
Cedro, Wellington Lima Cedro, Wellington Lima Damazio, Ademir Longarezi, Andrea Maturano Sousa, Maria do Carmo de Silva, Sandra Aparecida Fraga da |
dc.subject.por.fl_str_mv |
Anos iniciais Atividade pedagógica Atividade orientadora de ensino Geometria Teoria histórico-cultural |
topic |
Anos iniciais Atividade pedagógica Atividade orientadora de ensino Geometria Teoria histórico-cultural Early years Pedagogical activity Teaching guidance activity Geometry Historical-cultural theory CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Early years Pedagogical activity Teaching guidance activity Geometry Historical-cultural theory |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
Assuming the historical-dialectical materialist method as a conception of the world, a research method and as a praxis, this research was developed in a public school in Goiânia, with children from the early years, in an attempt not only to understand the educational reality, but to transform it to a new quality. This work is materialized in an investigation into the process of appropriation of geometric knowledge, in the early years of elementary school, based on Historical-Cultural Theory, Activity Theory and theoretical and methodological assumptions of Teaching Guiding Activity. To this end, a didactic-formative experiment was organized, composed of a set of Tasks, developed in the years 2018 and 2019, in the municipal education network of Goiânia, with children in the fourth year and, later, in the fifth year of Elementary School. The guiding question of the investigation was: What are the formative movements of transformation of students, from the early years, in the process of appropriation of the concept of form, in a teaching organization supported by the Historical-Cultural Theory? Associated with this, we aimed to investigate the formative movements of qualitative transformation in students in the process of appropriation of the concept of form, based on Historical-Cultural Theory, Activity Theory and the theoretical-methodological assumptions of Teaching Guiding Activity. Therefore, the analysis by units was the chosen path to apprehend the object of study in its movement, materializing in two units of analysis, namely: Formative movements revealing the development of collective activity; and The process of appropriation of the concept of form: the formative movements of qualitative transformations in the students. Relating the stages of development of geometric knowledge, the students showed greater ease in the appropriation process when the nexuses involved aspects of practical and sensorial geometry, however, in manifesting the attributions of meaning referring to formal geometry, the subjects explained difficulty in the abstraction process and generalization, operating with general representations of the object or verbalizing conceptual mistakes. Conclusively, this research allows us to defend the following thesis: in a proposal for the organization of geometry teaching for the early years, supported by Historical-Cultural Theory, the transformation of subjects takes place through their collective experiences in the process of conceptual appropriation. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-06-28T14:26:09Z |
dc.date.available.fl_str_mv |
2022-06-28T14:26:09Z |
dc.date.issued.fl_str_mv |
2022-05-12 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
OLIVEIRA, D. C. Quando os estudantes não são mais os mesmos: o processo de apropriação de conhecimentos geométricos nos anos iniciais e a teoria histórico-cultural. 2022. 234 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2022. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/12149 |
identifier_str_mv |
OLIVEIRA, D. C. Quando os estudantes não são mais os mesmos: o processo de apropriação de conhecimentos geométricos nos anos iniciais e a teoria histórico-cultural. 2022. 234 f. Tese (Doutorado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2022. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/12149 |
dc.language.iso.fl_str_mv |
por |
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por |
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40 |
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500 500 500 500 |
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195 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Pró-Reitoria de Pós-graduação (PRPG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
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UFG |
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