Entre a Teoria e a Prática: uma proposta no processo de aprendizagem de cálculo diferencial e integral em engenharia civil

• Autor(a) principal: Guimarães, Gilselene Garcia
• Data de Publicação: 2019
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Investigação e Divulgação em Educação Matemática
• Texto Completo: https://periodicos.ufjf.br/index.php/ridema/article/view/27365
• topic: Cálculo Diferencial e Integral; Aprendizagem; Teoria; Prática; Resolução de Problemas

Problem-solving learning (PBL) aims at articulating the theoretical contents of the subject and the inventive and socially productive essence that this argument requires, with the intention of being able to insert the results of this proposal into the daily practice of the student. The main objective is to propose alternative strategies, using real-life problems, according to the PBL method, as integrating and interdisciplinary between the discipline of Differential and Integral Calculus and other related disciplines in the Engineering courses of a Higher Education Institution of the State of Rio de Janeiro. By focusing on qualitative research, we used two important methodological strategies: a questionnaire to be answered individually and an activity performed in pairs where students should choose a subject from the content of said subject and propose two lesson plans considering that the theory should being as close as possible to the context of the students' professional daily life. Therefore, it was possible to make some final considerations, such as perceiving the importance of listening more to the student, giving him a voice so that he can expose his difficulties and obstacles found in his own learning process, understanding that the theory together with daily practice may result in both individual and collective learning. It is worth emphasizing that identifying the points that are unfavorable to learning and looking for ways to modify this trajectory has revealed itself as a strategy that grants autonomy to the student making him the author of the teaching and learning process itself.