O atendimento a alunos dos anos iniciais do ensino fundamental em situação de dificuldade de aprendizagem em matemática : concepções e práticas de professores articuladores de escolas estaduais de Cuiabá - MT

• Autor(a) principal: Almeida, Daniela Maria de
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/2041
• topic: Dificuldade de aprendizagem; Professor articulador; Ciclo de formação humana; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Learning difficulty; Teacher articulator; Human education cycle

This research aims to investigate the conceptions of articulating teachers in the context of state schools, and the practices revealed during the service to students in situations of difficulty in mathematical learning. In order to understand the conceptions about teaching and learning and learning difficulties, made up of the articulating teachers participating in the research, there were evidenced topics such as teaching-learning, difficulty in mathematical learning and articulator teacher's practice, followed by the related theoretical contribution. Authors such as Piaget (2007), D'Ambrósio (2001), Charlot (2000), Darsie (1999), Lorenzato (2010) and Paula (2010) theoretically base studies on teaching and learning. As for learning difficulties, the research was based on the ideas of Patto (1996), Chabanne (2006), García (1998), Fonseca (1999), Smith and Strick (2007), Santos (2012), Darsie ), Darsie and Palma (2013). SEDUC / MT documents and Pedagogical Orientations culminated in studies on the articulating teacher's practices, as well as the concepts related to the Cyclic School defended by Perrenoud (2004), Arroyo (1997; 1999) and Mainardes (2007). The research presents a qualitative approach with an interpretive analysis of the expressed content, aiming to answer the following question: what conceptions and practices are expressed by teachers articulating State Schools in the care of students with difficulties in mathematical learning? To compose the methodology was based on Bogdan and Biklen (2006), Lorenzato (2012), among others. The context of the research was established in two State schools of Cuiabá-MT, denominated anonymously Sphere State School and Prisma State School. As subjects, the articulating teachers of the mentioned institutions were selected, attending 4th and 5th grade students with mathematical learning difficulties. The methodological procedure adopted was established in the triangulation between the analyzes of the documents (Political Educational Plan - PPP, Project of the articulating teacher and Planning of the Learning Laboratory), the interviews (initial and final) and the observations within the Learning Laboratory. As instruments for data production, characterization questionnaires were developed, developed for contextualization of the subjects and the locus, interviews, initial and final, divided into three blocks (teaching and learning, learning difficulties and articulating teacher practice) and the daily Of field, support in the description of facts observed during periods in the classroom. By organizing the research, based on the theoretical reference and the data production, two categories of analysis were established: Traditional Perspective and Constructivist Perspective. It is emphasized that the intention was not to delimit the practice of the research subjects, classifying them as traditional or constructivist; On the contrary, we sought, through the reports prepared in the interviews and in the actions in the Learning Laboratory, to understand in which pedagogical tendencies their practices are approaching. Understanding the conceptions and practices of the participating teachers of the research, we observe the existence of a disparity between the discourse and the movements carried out in the Learning Laboratory, now approaching the traditional perspective, or from the constructivist perspective, reinforcing the idea that the teacher goes through their professional practice. In response to our problem, we understand that even in the face of an attempt to approach constructivist practices, traditional teaching is still associated with the actions of the articulating teachers during the actions developed in the Learning Laboratory.