Aprendizagem conceitual nas séries iniciais do ensino fundamental

• Autor(a) principal: Sforni, Marta Sueli de Faria
• Data de Publicação: 2006
• Outros Autores: Galuch, Maria Terezinha Bellanda
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educar em Revista
• Texto Completo: https://revistas.ufpr.br/educar/article/view/7621
• topic: ensino; aprendizagem; aprendizagem conceitual; ensino fundamental; teaching; learning; conceptual learning; primary teaching

Teaching and learning are analyzed for evidence within the context of the relationship between development of students‘ thoughts and the manner knowledge is organized and taught in the classroom. Analyses are based on discourse of Historical and Cultural Theory authors about day-to-day and scientific concepts and on the relationship between thought and language. Empirical data were obtained during the project‘s execution with students ofthe fourth grade of the public primary school in the municipality of Maringá, Brazil. The project included themes on food production and conservation, industrialization and technology. Conceptual learning was undertaken during the execution of the project based on the assumption that teacher‘s mediation must exist so that previous knowledge could be transformed into scientific one. In the teaching episodes analyzed in current research, the movement ofstudents‘ thoughts, triggered by the situation-problems that helped them in their trajectory between spontaneous and scientific concepts, has been perceived.