Processos de ensino-aprendizagem dialógico-problematizadores mediados por recursos educacionais abertos (REA) na disciplina de matemática nos anos finais do ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/27641 |
Resumo: | This thesis, through an action-research, it aimed to investigate and analyze the contributions and collaborations of the dialogical-problematizing teaching-learning process mediated by Open Educational Resources (OER) in remote Mathematics classes in the final years of elementary school. It refers to research associated with the line of research on Educational Public Policies, Educational Practices and their Interfaces in the Graduate Program in Education at the Federal University of Santa Maria (UFSM). In order to reflect on a dialogicproblematizing education, I’ve searched for Paulo Freire's bibliographies throughout the period in which this study was carried out. Allied to Freire's educational principles of dialogue and questioning, the system advised by Kemmis and MCTaggart based on three matrices stood out: Dialogic-Problematizing Matrix (MDP), Thematic-Organizing Matrix (MTO) and ThematicAnalytical Matrix (MTA). The methodological approach was based on these three matrices, starting with the delimitation, organization and analysis of data in order to structure a thematic concern of an action research. In view of the social isolation caused by the pandemic caused by the new coronavirus, the study environment initially took place remotely, seeking to meet the standards of the Municipality of Education (SMED), including the remote emergency curriculum. It was concluded that the teaching-learning processes in remote classes mediated by OER based on a dialogic-problematizing education strengthen contextualized knowledge when the cultivation of participation embraces all the cultures involved. |
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2023-01-20T12:45:53Z2023-01-20T12:45:53Z2022-12-15http://repositorio.ufsm.br/handle/1/27641This thesis, through an action-research, it aimed to investigate and analyze the contributions and collaborations of the dialogical-problematizing teaching-learning process mediated by Open Educational Resources (OER) in remote Mathematics classes in the final years of elementary school. It refers to research associated with the line of research on Educational Public Policies, Educational Practices and their Interfaces in the Graduate Program in Education at the Federal University of Santa Maria (UFSM). In order to reflect on a dialogicproblematizing education, I’ve searched for Paulo Freire's bibliographies throughout the period in which this study was carried out. Allied to Freire's educational principles of dialogue and questioning, the system advised by Kemmis and MCTaggart based on three matrices stood out: Dialogic-Problematizing Matrix (MDP), Thematic-Organizing Matrix (MTO) and ThematicAnalytical Matrix (MTA). The methodological approach was based on these three matrices, starting with the delimitation, organization and analysis of data in order to structure a thematic concern of an action research. In view of the social isolation caused by the pandemic caused by the new coronavirus, the study environment initially took place remotely, seeking to meet the standards of the Municipality of Education (SMED), including the remote emergency curriculum. It was concluded that the teaching-learning processes in remote classes mediated by OER based on a dialogic-problematizing education strengthen contextualized knowledge when the cultivation of participation embraces all the cultures involved.Esta dissertação, através de uma pesquisa-ação, teve como objetivo investigar e analisar as contribuições e as colaborações dos processos de ensino-aprendizagem dialógicoproblematizadores mediados por Recursos Educacionais Abertos (REA) em aulas remotas de Matemática nos anos finais do ensino fundamental. Refere-se a uma pesquisa associada a linha de pesquisa de Políticas Públicas Educacionais, Práticas Educativas e suas Interfaces do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria (UFSM). Para refletir sobre uma educação dialógico-problematizadora buscou-se por bibliografias de Paulo Freire ao longo do período que se realizou este estudo. Aliada aos princípios educacionais freireanos do diálogo e da problematização destacou-se o sistema aconselhado por Kemmis e MCTaggart baseado em três matrizes: Matriz Dialógico-Problematizadora (MDP), Matriz Temático-Organizadora (MTO) e Matriz Temático-Analítica (MTA). O norte metodológico foi realizado em função dessas três matrizes desde a delimitação, a organização e análise dos dados a fim de estruturar uma preocupação temática de uma pesquisa-ação. Diante do isolamento social acarretado pela pandemia causada pelo novo coronavírus o ambiente de estudo ocorreu de forma remota inicialmente, procurando atender às normas da Secretaria de Município da Educação (SMED), incluindo o currículo emergencial remoto. Concluiu-se que os processos de ensino-aprendizagem em aulas remotas mediadas por REA baseados em uma educação dialógico-problematizadora fortalecem o saber contextualizado quando o cultivo da participação acolhe todas as culturas envolvidas.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEnsino remotoEducação básicaEnsino-aprendizagem dialógico-problematizadorREARemote learningBasic educationDialogic problematizing inquiryOERCNPQ::CIENCIAS HUMANAS::EDUCACAOProcessos de ensino-aprendizagem dialógico-problematizadores mediados por recursos educacionais abertos (REA) na disciplina de matemática nos anos finais do ensino fundamentalDialogical-problematizing teaching-learning processes mediated by open educational resources (OER) in the subject of mathematics in the final years of elementary schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisMallmann, Elena Mariahttp://lattes.cnpq.br/4353719005526350Mazzardo, Mara DenizeJacques, Juliana Saleshttp://lattes.cnpq.br/2657166204550782Cechin, Lucas de Lima700800000006600600600600600b0e6ba59-daf5-4252-ab45-f68460357d540ae5a78c-bfa5-404b-a3c8-1a433e154b0386f73f1a-ee34-4621-aec9-7db719b722e112b802e7-cc42-4890-9389-1174ec9bf1d3reponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEDUCACAO_2022_CECHIN_LUCAS.pdfDIS_PPGEDUCACAO_2022_CECHIN_LUCAS.pdfDissertação de Mestradoapplication/pdf3562098http://repositorio.ufsm.br/bitstream/1/27641/1/DIS_PPGEDUCACAO_2022_CECHIN_LUCAS.pdf9e09b0c832f3da1e98fd399c9a2c3ae3MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.ufsm.br/bitstream/1/27641/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81956http://repositorio.ufsm.br/bitstream/1/27641/3/license.txt2f0571ecee68693bd5cd3f17c1e075dfMD531/276412023-01-20 09:45:53.99oai:repositorio.ufsm.br:1/27641TElDRU7Dh0EgREUgRElTVFJJQlVJw4fDg08gTsODTy1FWENMVVNJVkEKCkNvbSBhIGFwcmVzZW50YcOnw6NvIGRlc3RhIGxpY2Vuw6dhLCB2b2PDqiAobyBhdXRvciAoZXMpIG91IG8gdGl0dWxhciBkb3MgZGlyZWl0b3MgZGUgYXV0b3IpIGNvbmNlZGUgw6AgVW5pdmVyc2lkYWRlCkZlZGVyYWwgZGUgU2FudGEgTWFyaWEgKFVGU00pIG8gZGlyZWl0byBuw6NvLWV4Y2x1c2l2byBkZSByZXByb2R1emlyLCAgdHJhZHV6aXIgKGNvbmZvcm1lIGRlZmluaWRvIGFiYWl4byksIGUvb3UKZGlzdHJpYnVpciBhIHN1YSB0ZXNlIG91IGRpc3NlcnRhw6fDo28gKGluY2x1aW5kbyBvIHJlc3VtbykgcG9yIHRvZG8gbyBtdW5kbyBubyBmb3JtYXRvIGltcHJlc3NvIGUgZWxldHLDtG5pY28gZQplbSBxdWFscXVlciBtZWlvLCBpbmNsdWluZG8gb3MgZm9ybWF0b3Mgw6F1ZGlvIG91IHbDrWRlby4KClZvY8OqIGNvbmNvcmRhIHF1ZSBhIFVGU00gcG9kZSwgc2VtIGFsdGVyYXIgbyBjb250ZcO6ZG8sIHRyYW5zcG9yIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbwpwYXJhIHF1YWxxdWVyIG1laW8gb3UgZm9ybWF0byBwYXJhIGZpbnMgZGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIHRhbWLDqW0gY29uY29yZGEgcXVlIGEgVUZTTSBwb2RlIG1hbnRlciBtYWlzIGRlIHVtYSBjw7NwaWEgYSBzdWEgdGVzZSBvdQpkaXNzZXJ0YcOnw6NvIHBhcmEgZmlucyBkZSBzZWd1cmFuw6dhLCBiYWNrLXVwIGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIGRlY2xhcmEgcXVlIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyDDqSBvcmlnaW5hbCBlIHF1ZSB2b2PDqiB0ZW0gbyBwb2RlciBkZSBjb25jZWRlciBvcyBkaXJlaXRvcyBjb250aWRvcwpuZXN0YSBsaWNlbsOnYS4gVm9jw6ogdGFtYsOpbSBkZWNsYXJhIHF1ZSBvIGRlcMOzc2l0byBkYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIG7Do28sIHF1ZSBzZWphIGRlIHNldQpjb25oZWNpbWVudG8sIGluZnJpbmdlIGRpcmVpdG9zIGF1dG9yYWlzIGRlIG5pbmd1w6ltLgoKQ2FzbyBhIHN1YSB0ZXNlIG91IGRpc3NlcnRhw6fDo28gY29udGVuaGEgbWF0ZXJpYWwgcXVlIHZvY8OqIG7Do28gcG9zc3VpIGEgdGl0dWxhcmlkYWRlIGRvcyBkaXJlaXRvcyBhdXRvcmFpcywgdm9jw6oKZGVjbGFyYSBxdWUgb2J0ZXZlIGEgcGVybWlzc8OjbyBpcnJlc3RyaXRhIGRvIGRldGVudG9yIGRvcyBkaXJlaXRvcyBhdXRvcmFpcyBwYXJhIGNvbmNlZGVyIMOgIFVGU00Kb3MgZGlyZWl0b3MgYXByZXNlbnRhZG9zIG5lc3RhIGxpY2Vuw6dhLCBlIHF1ZSBlc3NlIG1hdGVyaWFsIGRlIHByb3ByaWVkYWRlIGRlIHRlcmNlaXJvcyBlc3TDoSBjbGFyYW1lbnRlCmlkZW50aWZpY2FkbyBlIHJlY29uaGVjaWRvIG5vIHRleHRvIG91IG5vIGNvbnRlw7pkbyBkYSB0ZXNlIG91IGRpc3NlcnRhw6fDo28gb3JhIGRlcG9zaXRhZGEuCgpDQVNPIEEgVEVTRSBPVSBESVNTRVJUQcOHw4NPIE9SQSBERVBPU0lUQURBIFRFTkhBIFNJRE8gUkVTVUxUQURPIERFIFVNIFBBVFJPQ8ONTklPIE9VCkFQT0lPIERFIFVNQSBBR8OKTkNJQSBERSBGT01FTlRPIE9VIE9VVFJPIE9SR0FOSVNNTyBRVUUgTsODTyBTRUpBIEEgVUZTTQosIFZPQ8OKIERFQ0xBUkEgUVVFIFJFU1BFSVRPVSBUT0RPUyBFIFFVQUlTUVVFUiBESVJFSVRPUyBERSBSRVZJU8ODTyBDT01PClRBTULDiU0gQVMgREVNQUlTIE9CUklHQcOHw5VFUyBFWElHSURBUyBQT1IgQ09OVFJBVE8gT1UgQUNPUkRPLgoKQSBVRlNNIHNlIGNvbXByb21ldGUgYSBpZGVudGlmaWNhciBjbGFyYW1lbnRlIG8gc2V1IG5vbWUgKHMpIG91IG8ocykgbm9tZShzKSBkbyhzKQpkZXRlbnRvcihlcykgZG9zIGRpcmVpdG9zIGF1dG9yYWlzIGRhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbywgZSBuw6NvIGZhcsOhIHF1YWxxdWVyIGFsdGVyYcOnw6NvLCBhbMOpbSBkYXF1ZWxhcwpjb25jZWRpZGFzIHBvciBlc3RhIGxpY2Vuw6dhLgoKRepositório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestopendoar:39132023-01-20T12:45:53Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Processos de ensino-aprendizagem dialógico-problematizadores mediados por recursos educacionais abertos (REA) na disciplina de matemática nos anos finais do ensino fundamental |
dc.title.alternative.eng.fl_str_mv |
Dialogical-problematizing teaching-learning processes mediated by open educational resources (OER) in the subject of mathematics in the final years of elementary school |
title |
Processos de ensino-aprendizagem dialógico-problematizadores mediados por recursos educacionais abertos (REA) na disciplina de matemática nos anos finais do ensino fundamental |
spellingShingle |
Processos de ensino-aprendizagem dialógico-problematizadores mediados por recursos educacionais abertos (REA) na disciplina de matemática nos anos finais do ensino fundamental Cechin, Lucas de Lima Ensino remoto Educação básica Ensino-aprendizagem dialógico-problematizador REA Remote learning Basic education Dialogic problematizing inquiry OER CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Processos de ensino-aprendizagem dialógico-problematizadores mediados por recursos educacionais abertos (REA) na disciplina de matemática nos anos finais do ensino fundamental |
title_full |
Processos de ensino-aprendizagem dialógico-problematizadores mediados por recursos educacionais abertos (REA) na disciplina de matemática nos anos finais do ensino fundamental |
title_fullStr |
Processos de ensino-aprendizagem dialógico-problematizadores mediados por recursos educacionais abertos (REA) na disciplina de matemática nos anos finais do ensino fundamental |
title_full_unstemmed |
Processos de ensino-aprendizagem dialógico-problematizadores mediados por recursos educacionais abertos (REA) na disciplina de matemática nos anos finais do ensino fundamental |
title_sort |
Processos de ensino-aprendizagem dialógico-problematizadores mediados por recursos educacionais abertos (REA) na disciplina de matemática nos anos finais do ensino fundamental |
author |
Cechin, Lucas de Lima |
author_facet |
Cechin, Lucas de Lima |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Mallmann, Elena Maria |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4353719005526350 |
dc.contributor.referee1.fl_str_mv |
Mazzardo, Mara Denize |
dc.contributor.referee2.fl_str_mv |
Jacques, Juliana Sales |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2657166204550782 |
dc.contributor.author.fl_str_mv |
Cechin, Lucas de Lima |
contributor_str_mv |
Mallmann, Elena Maria Mazzardo, Mara Denize Jacques, Juliana Sales |
dc.subject.por.fl_str_mv |
Ensino remoto Educação básica Ensino-aprendizagem dialógico-problematizador REA |
topic |
Ensino remoto Educação básica Ensino-aprendizagem dialógico-problematizador REA Remote learning Basic education Dialogic problematizing inquiry OER CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Remote learning Basic education Dialogic problematizing inquiry OER |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This thesis, through an action-research, it aimed to investigate and analyze the contributions and collaborations of the dialogical-problematizing teaching-learning process mediated by Open Educational Resources (OER) in remote Mathematics classes in the final years of elementary school. It refers to research associated with the line of research on Educational Public Policies, Educational Practices and their Interfaces in the Graduate Program in Education at the Federal University of Santa Maria (UFSM). In order to reflect on a dialogicproblematizing education, I’ve searched for Paulo Freire's bibliographies throughout the period in which this study was carried out. Allied to Freire's educational principles of dialogue and questioning, the system advised by Kemmis and MCTaggart based on three matrices stood out: Dialogic-Problematizing Matrix (MDP), Thematic-Organizing Matrix (MTO) and ThematicAnalytical Matrix (MTA). The methodological approach was based on these three matrices, starting with the delimitation, organization and analysis of data in order to structure a thematic concern of an action research. In view of the social isolation caused by the pandemic caused by the new coronavirus, the study environment initially took place remotely, seeking to meet the standards of the Municipality of Education (SMED), including the remote emergency curriculum. It was concluded that the teaching-learning processes in remote classes mediated by OER based on a dialogic-problematizing education strengthen contextualized knowledge when the cultivation of participation embraces all the cultures involved. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-12-15 |
dc.date.accessioned.fl_str_mv |
2023-01-20T12:45:53Z |
dc.date.available.fl_str_mv |
2023-01-20T12:45:53Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/27641 |
url |
http://repositorio.ufsm.br/handle/1/27641 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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700800000006 |
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600 600 600 600 600 |
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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/ |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
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