"Como você chegou a esse resultado?": o diálogo nas aulas de Matemática dos anos iniciais do Ensino Fundamental
Data
2018-12-20
Autores
Faustino, Ana Carolina [UNESP]
Título da Revista
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem como objetivo compreender como as professoras e os estudantes colocam o diálogo em ação nas aulas de matemática dos anos iniciais do Ensino Fundamental, buscando, assim, identificar elementos que favorecem a construção de uma aula de matemática dialógica. A questão norteadora da pesquisa traduz-se por: "De que modo o diálogo é colocado em ação nas aulas de matemática dos anos iniciais do Ensino Fundamental?". O referencial teórico para esta pesquisa se pautou nas perspectivas de diálogo de Paulo Freire, no campo da Educação, e de Helle Alrø e Ole Skovsmose, no campo da Educação Matemática. Centrada em uma abordagem qualitativa, esta pesquisa teve como contexto de produção dos dados duas salas de aula dos anos iniciais do Ensino Fundamental de uma escola pública do interior de São Paulo, mais especificamente uma sala do terceiro ano e uma do quinto ano. Os participantes da pesquisa são as professoras em interação com os estudantes. A turma do terceiro ano era composta por 28 crianças entre oito e nove anos de idade. O quinto ano possuía 26 crianças entre nove e onze anos de idade. O critério inicial de escolha das professoras participantes da pesquisa foi a disponibilidade de ambas em discutir os textos e desenvolver as atividades na sala de aula, e, com este propósito, suas aulas foram acompanhadas durante um semestre, considerando-se também a disponibilidade da escola. Os dados foram produzidos com a utilização do diário de campo, de audiogravações e de videogravações dos diálogos estabelecidos durante as aulas de matemática, os quais auxiliaram na produção dos contos elaborados pela pesquisadora. Os resultados deste estudo trazem evidências da emersão de dois padrões de comunicação entre as professoras e os estudantes dos anos iniciais: o padrão "sanduíche" de comunicação e o diálogo. A forma como o ambiente de aprendizagem é organizado condiciona como a comunicação é colocada em ação. Um ensino e uma aprendizagem, centralizados na figura do professor, condicionam o surgimento do padrão "sanduíche" de comunicação. Considera-se que ambientes de aprendizagem mais abertos, como, por exemplo, ambientes de trabalho com projetos, podem favorecer a emersão do diálogo. A comunicação estabelecida entre os estudantes e as professoras dos anos iniciais do Ensino Fundamental pode ser caracterizada como dialógico por possuir aspectos como: envolver investigações, apresentar argumentos, estar engajados, correr riscos, manter a igualdade. Também há evidências da presença dos atos dialógicos: estabelecer contato, perceber, reconhecer, posicionar-se, pensar alto, reformular, desafiar e avaliar. O diálogo pode favorecer a emersão de significados e ideias tornando-se fonte para o ensino e a aprendizagem de matemática; pode abrir espaço para que crianças se compreendam como seres humanos que produzem cultura e conhecimento, compartilhem diferentes perspectivas, apresentem argumentos para justificar suas perspectivas e cooperem entre si durante a aprendizagem da matemática.
The research herein aims to understand how teachers and students put dialogue into action in the mathematics classes of the early years of Elementary School in order to identify elements that favor the construction of a dialogic mathematics class. The guiding question of the research is: "How is dialogue put into action in the mathematics classes of the early years of Elementary School?" The theoretical reference for this research is based on both Paulo Freire's dialogue perspectives in the field of Education and Helle Alrø and Ole Skovsmose’s perspectives in the field of Mathematics Education. As it is focused on a qualitative approach, the research had two classrooms of the early years of the Elementary School of a public school in the countryside of Sao Paulo as the context for data production, more specifically a third-year group and a fifth-year group. The participants in the research are the teachers in interaction with the students. The third-year group consisted of 28 children who are between eight and nine years old. The fifth-year group had 26 children between nine and eleven years old. The first criterion in the choice of the teachers who participated in the research was their availability to discuss the texts and to develop the activities in the classroom. In this sense, also considering the availability of the school, their classes were observed during a whole semester. The data were collected by using a field diary as well as audio recordings and video recordings of the dialogues established during the mathematics classes, which assisted with the short stories produced by the researcher. The results of this study provide evidence of the emergence of two communication patterns between teachers and students of the early years of Elementary School: the "sandwich" pattern of communication and the dialogue. The way the learning environment is organized determines how the communication process will take place. The teaching and learning process which is focused on the teacher figure favors the emergence of the "sandwich" pattern of communication. We believe that more open learning environments, such as work environments based on projects, can favor the emergence of dialogue. The process of communication established between the students and the teachers of the early years of Elementary Education can be characterized as dialogic because it has aspects such as: involve investigations, present arguments, be engaged, take risks and maintain equity. There is also evidence of the presence of dialogic acts: getting in contact, locating, identifying, advocating, thinking aloud, reformulating, challenging, and evaluating. Dialogue can favor the emergence of meanings and ideas and it becomes a source for teaching and learning mathematics; it can also give room for children to perceive themselves as human beings who produce culture and knowledge, share different perspectives, present arguments to justify their perspectives and cooperate with each other during the learning process of mathematics.
The research herein aims to understand how teachers and students put dialogue into action in the mathematics classes of the early years of Elementary School in order to identify elements that favor the construction of a dialogic mathematics class. The guiding question of the research is: "How is dialogue put into action in the mathematics classes of the early years of Elementary School?" The theoretical reference for this research is based on both Paulo Freire's dialogue perspectives in the field of Education and Helle Alrø and Ole Skovsmose’s perspectives in the field of Mathematics Education. As it is focused on a qualitative approach, the research had two classrooms of the early years of the Elementary School of a public school in the countryside of Sao Paulo as the context for data production, more specifically a third-year group and a fifth-year group. The participants in the research are the teachers in interaction with the students. The third-year group consisted of 28 children who are between eight and nine years old. The fifth-year group had 26 children between nine and eleven years old. The first criterion in the choice of the teachers who participated in the research was their availability to discuss the texts and to develop the activities in the classroom. In this sense, also considering the availability of the school, their classes were observed during a whole semester. The data were collected by using a field diary as well as audio recordings and video recordings of the dialogues established during the mathematics classes, which assisted with the short stories produced by the researcher. The results of this study provide evidence of the emergence of two communication patterns between teachers and students of the early years of Elementary School: the "sandwich" pattern of communication and the dialogue. The way the learning environment is organized determines how the communication process will take place. The teaching and learning process which is focused on the teacher figure favors the emergence of the "sandwich" pattern of communication. We believe that more open learning environments, such as work environments based on projects, can favor the emergence of dialogue. The process of communication established between the students and the teachers of the early years of Elementary Education can be characterized as dialogic because it has aspects such as: involve investigations, present arguments, be engaged, take risks and maintain equity. There is also evidence of the presence of dialogic acts: getting in contact, locating, identifying, advocating, thinking aloud, reformulating, challenging, and evaluating. Dialogue can favor the emergence of meanings and ideas and it becomes a source for teaching and learning mathematics; it can also give room for children to perceive themselves as human beings who produce culture and knowledge, share different perspectives, present arguments to justify their perspectives and cooperate with each other during the learning process of mathematics.
Descrição
Palavras-chave
Diálogo, Ensino e aprendizagem, Educação matemática crítica, Educação matemática, Anos iniciais, Dialogue, Teaching and learning, Critical mathematics education, Mathematics education, Early years