Ensino da leitura e da solução de problemas aritméticos: reflexões de professoras alfabetizadoras
Arquivos
Data
2023-05-29
Autores
Bueno, Daiane Luzia de Matos
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Na problemática social que envolve o acesso pela população brasileira à educação de qualidade, destaca-se o ensino e a aprendizagem da leitura e da escrita – atividades fundamentais que se constituem como instrumento no estudo de diversas áreas do conhecimento, incluindo a Matemática. Assim, coloca-se em pauta o trabalho docente relativo ao ensino da leitura e a ênfase atribuída à compreensão nesse processo, em paralelo às estratégias adotadas por professores alfabetizadores para ensinar os alunos a solucionar problemas matemáticos de aritmética. Ao entender que as concepções dos professores sobre o ensino e o aprendizado determinam suas atitudes adotadas no trabalho docente, propõe-se as questões: o que dizem os professores sobre as práticas que realizam no processo de alfabetização para ensinar a ler e compreender textos? Como os professores descrevem suas práticas referentes ao ensino de problemas matemáticos de aritmética no período de alfabetização? Objetiva-se com esta pesquisa, de cunho qualitativo, identificar as concepções teóricas subjacentes às descrições que os professores apresentam de suas próprias atuações, com referência ao ensino da leitura e da solução de problemas aritméticos no período de alfabetização. Participam do estudo 11 professoras de quatro escolas públicas de Limeira/SP que trabalharam em 2019 com alunos no período de alfabetização. Os dados foram coletados no segundo semestre de 2021, por meio de um questionário e entrevista semiestruturada, com o apoio das plataformas do Google Forms e Google Meet, considerando o contexto de isolamento social imposto pela pandemia da COVID 19. As entrevistas, em formato online, ocorreram conforme a disponibilidade de horário das participantes e tiveram duração entre 42min e 1h48min. Os dados coletados foram organizados e codificados segundo as orientações de Gibbs (2009) e Manzini (2020) e, posteriormente, analisados com base nos fundamentos que compõem o referencial teórico: sobre o ensino da leitura, Micotti (2017); Solé (1998) e Jolibert et al. (1994), no que se refere à solução de problemas, Polya (2006); Mayer (1992) e Brito (2010), e no que se refere às concepções epistemológicas que subjaz o trabalho docente, Aebli (1971); Becker (2012b) e Freire (2004). A fim de identificar elementos que pudessem responder aos questionamentos que deram origem à pesquisa, os dados foram tratados por meio de análise dos relatos verbais, pela técnica designada como análise temática de Bardin (2016). Os resultados apontam que as concepções docentes sobre o ensino diversificam-se, com predominância para os pressupostos da pedagogia diretiva legitimada pela epistemologia empirista. Maior ênfase é atribuída aos elementos que compõem o sistema de escrita alfabética enquanto código no ensino da leitura. Quanto ao ensino do processo de solução de problemas matemáticos de aritmética, o foco das percepções docentes sobre suas ações centra-se nos procedimentos de cálculo e na execução do plano de solução, em detrimento da leitura minuciosa e cuidadosa do enunciado do problema.
In the social issue that involves the access of the Brazilian population to quality education, teaching and learning of reading and writing stand out as fundamental activities that serve as tools in the study of various knowledge areas, including Mathematics. Thus, the teaching work related to reading instruction and the emphasis attributed to comprehension in this process, as well as the strategies adopted by literacy teachers to teach students to solve arithmetic math problems, are brought up for discussion. Understanding that teachers' conceptions of teaching and learning determine their attitudes in teaching, the following questions are proposed: What do teachers say about the practices they perform in the literacy process to teach reading and comprehension? How do teachers describe their practices, in the literacy period, regarding the teaching of arithmetic math problem-solving? This qualitative research aims to identify the theoretical conceptions underlying the descriptions that teachers present of their own actions, with reference to the teaching of reading and the solution of arithmetic math problems in the literacy period. Eleven teachers from four public schools in Limeira/SP who worked with literacy students in 2019 participated in the study. Data was collected in the second semester of 2021, through a questionnaire and semi-structured interview, with the support of Google Forms and Google Meet platforms, considering the context of social isolation imposed by the COVID-19 pandemic. The online interviews took place according to the participants' availability and lasted between 42 minutes and 1 hour and 48 minutes. The collected data was organized and coded according to the guidelines of Gibbs (2009) and Manzini (2020) and later analyzed based on the theoretical framework: about reading instruction, Micotti (2017); Solé (1998) and Jolibert et al. (1994), regarding problem-solving, Polya (2006); Mayer (1992) and Brito (2010), and regarding the epistemological conceptions that underlie teaching work Becker (2012b); Aebli (1971) and Freire (2004). In order to identify elements that could answer the research questions, the data was treated through analysis of verbal reports, using the thematic analysis technique by Bardin (2016). The results indicate that teachers' conceptions of teaching diversify, with a predominance of the assumptions of directive pedagogy legitimized by empiricist epistemology. Greater emphasis is placed on the elements that compose the alphabetical writing system as a code in reading instruction. As for teaching the process of solving arithmetic math problems, teachers' perceptions of their actions focus on calculation procedures and executing the solution plan, at the expense of careful and detailed reading of the problem statement.
In the social issue that involves the access of the Brazilian population to quality education, teaching and learning of reading and writing stand out as fundamental activities that serve as tools in the study of various knowledge areas, including Mathematics. Thus, the teaching work related to reading instruction and the emphasis attributed to comprehension in this process, as well as the strategies adopted by literacy teachers to teach students to solve arithmetic math problems, are brought up for discussion. Understanding that teachers' conceptions of teaching and learning determine their attitudes in teaching, the following questions are proposed: What do teachers say about the practices they perform in the literacy process to teach reading and comprehension? How do teachers describe their practices, in the literacy period, regarding the teaching of arithmetic math problem-solving? This qualitative research aims to identify the theoretical conceptions underlying the descriptions that teachers present of their own actions, with reference to the teaching of reading and the solution of arithmetic math problems in the literacy period. Eleven teachers from four public schools in Limeira/SP who worked with literacy students in 2019 participated in the study. Data was collected in the second semester of 2021, through a questionnaire and semi-structured interview, with the support of Google Forms and Google Meet platforms, considering the context of social isolation imposed by the COVID-19 pandemic. The online interviews took place according to the participants' availability and lasted between 42 minutes and 1 hour and 48 minutes. The collected data was organized and coded according to the guidelines of Gibbs (2009) and Manzini (2020) and later analyzed based on the theoretical framework: about reading instruction, Micotti (2017); Solé (1998) and Jolibert et al. (1994), regarding problem-solving, Polya (2006); Mayer (1992) and Brito (2010), and regarding the epistemological conceptions that underlie teaching work Becker (2012b); Aebli (1971) and Freire (2004). In order to identify elements that could answer the research questions, the data was treated through analysis of verbal reports, using the thematic analysis technique by Bardin (2016). The results indicate that teachers' conceptions of teaching diversify, with a predominance of the assumptions of directive pedagogy legitimized by empiricist epistemology. Greater emphasis is placed on the elements that compose the alphabetical writing system as a code in reading instruction. As for teaching the process of solving arithmetic math problems, teachers' perceptions of their actions focus on calculation procedures and executing the solution plan, at the expense of careful and detailed reading of the problem statement.
Descrição
Palavras-chave
Alfabetização, Estratégias de ensino, Leitura, Compreensão, Solução de problemas matemáticos, Literacy, Teaching Strategies, Reading, Comprehension, Arithmetic math problem-solving