THE MATH TEACHING ACTIVITY IN THE PRIMARY SCHOOL, THE LEARNING AND SOCIAL VULNERABILITY

• Autor(a) principal: Silva, Maria Vanusia de Oliveira
• Data de Publicação: 2022
• Outros Autores: Moretti, Vanessa Dias
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Olh@res (Universidade Federal de São Paulo)
• Texto Completo: https://periodicos.unifesp.br/index.php/olhares/article/view/14381
• topic: Atividade de Ensino de Matemática; Vulnerabilidade social; Teoria Histórico-Cultural.; Mathematics teaching activity; Social vulnerability; Cultural-Historical Theory

The text presents a master's research that investigated the movement of senses attributed by teachers, who teach mathematics in the early years, to the organization of teaching to promote the learning of students in situation of social vulnerability. For this purpose, based on the Cultural-Historical Theory, a continuing education was developed so the teachers could study the concept of social vulnerability, develop and elaborate learning triggering situations anchored in the concept of the Teaching Guiding Activity - TGA. Recordings of the discussions of these moments of continuing education and the materials produced by the teachers were analyzed. The results of the analysis indicate that the appropriation of the concept of social vulnerability, associated with a collective work of organizing the teaching of mathematics supported by the assumptions of the TGA, allowed the teachers to produce new meanings and new actions. Emphasizing that: the academic success of a student is not determined by their social class; students in situations of social vulnerability are conditioned to fail in the learning process; and, the school itself does not have the objective instruments to overcome vulnerability, the results of the research allow us to argue that it is possible to organize a collective movement for the teaching of mathematics that considers the specificities linked to the vulnerabilities of the students and, by creating triggering situations that place the concept as a cognitive need for children, offers full conditions for their learning.