Educação moral e resolução de problemas matemáticos no primeiro ano do ensino fundamental
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Data
2021-02-08
Autores
Cavalcante, Camila Parpineli
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Na perspectiva adotada neste estudo a Educação Moral consiste em um processo educativo que busca desenvolver a autonomia moral dos sujeitos. O trabalho com o desenvolvimento de habilidades éticas e morais nos anos iniciais do Ensino Fundamental, em grande parte dos casos, ocorrem por meio de práticas isoladas, por vezes desprovidas de reflexão e diálogo; fato esse que decorre das dificuldades dos professores em atrelar os temas transversais aos conteúdos escolares exigidos com maior peso no currículo das escolas. A resolução de problemas é uma habilidade que contribui não apenas para o desenvolvimento da matemática, sobretudo, desenvolve no sujeito uma capacidade de reflexão, de raciocínio lógico e sobretudo a capacidade criativa de desenvolver procedimentos e estratégias, tão necessários para a solução de problemas do cotidiano. Nesse sentido, essa investigação propõe práticas de Educação Moral por meio da resolução de problemas matemáticos que apresentem dilemas morais a serem discutidos. Participaram deste estudo dez alunos do primeiro ano do Ensino Fundamental de uma escola privada de um município, de médio porte, situado no centro-oeste paulista. Para tal, realizamos uma pesquisa qualitativa do tipo estudo de caso, como instrumentos de coleta de dados utilizaremos no pré-teste o instrumento QI-JM (MARTINS, 2016) e na fase de intervenção utilizamos o Método Clínico piagetiano para a resolução de problemas matemáticos contendo em seu escopo dilemas morais. Os dados foram discutidos a luz da análise das intervenções e das observações, interpretadas por meio da literatura que versa sobre a temática da Educação Moral. Concluímos que o trabalho em Educação Moral por meio da resolução de problemas mostrou-se uma estratégia eficaz como oportunidade de ampliação das possibilidades de atuação docente em prol de uma educação humanizadora que promova no sujeito a superação gradual da heteronomia. Este estudo não se esgota em si, mas provoca novos e ricos questionamentos para pesquisas futuras.
From the perspective adopted in this study, Moral Education consists of an educational process that seeks to develop the moral autonomy of the subjects. The work with the development of ethical and moral skills in the early years of elementary school, in most cases, occur through isolated practices, sometimes devoid of reflection and dialogue; this fact stems from the difficulties of teachers in tandeming the transversal themes to the school contents required with greater weight in the curriculum of schools. Problem solving is a skill that contributes not only to the development of mathematics, especially, develops in the subject an ability to reflect, logical reasoning and above all the creative capacity to develop procedures and strategies, so necessary for the solution of everyday problems. In this sense, this investigation proposes moral education practices through the resolution of mathematical problems that present moral dilemmas to be discussed. Ten first-year elementary school students from a private school in a medium-sized municipality, located in the midwest of São Paulo, participated in this study. For this, we carried out a qualitative research of the case study type, as instruments of data collection we will use in the pre-test the INSTRUMENT QI-JM (MARTINS, 2016) and in the intervention phase we used the Piagetian Clinical Method to solve mathematical problems containing moral dilemmas in its scope. The data were discussed in the light of the analysis of interventions and observations, interpreted through the literature on the theme of Moral Education. We conclude that the work in Moral Education through problem solving proved to be an effective strategy as an opportunity to expand the possibilities of teaching in favor of a humanizing education that promotes in the subject the gradual overcoming of heteronomy. This study does not exhaust itself, but provokes new and rich questions for future research.
From the perspective adopted in this study, Moral Education consists of an educational process that seeks to develop the moral autonomy of the subjects. The work with the development of ethical and moral skills in the early years of elementary school, in most cases, occur through isolated practices, sometimes devoid of reflection and dialogue; this fact stems from the difficulties of teachers in tandeming the transversal themes to the school contents required with greater weight in the curriculum of schools. Problem solving is a skill that contributes not only to the development of mathematics, especially, develops in the subject an ability to reflect, logical reasoning and above all the creative capacity to develop procedures and strategies, so necessary for the solution of everyday problems. In this sense, this investigation proposes moral education practices through the resolution of mathematical problems that present moral dilemmas to be discussed. Ten first-year elementary school students from a private school in a medium-sized municipality, located in the midwest of São Paulo, participated in this study. For this, we carried out a qualitative research of the case study type, as instruments of data collection we will use in the pre-test the INSTRUMENT QI-JM (MARTINS, 2016) and in the intervention phase we used the Piagetian Clinical Method to solve mathematical problems containing moral dilemmas in its scope. The data were discussed in the light of the analysis of interventions and observations, interpreted through the literature on the theme of Moral Education. We conclude that the work in Moral Education through problem solving proved to be an effective strategy as an opportunity to expand the possibilities of teaching in favor of a humanizing education that promotes in the subject the gradual overcoming of heteronomy. This study does not exhaust itself, but provokes new and rich questions for future research.
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Palavras-chave
Educação moral, Resolução de problemas, Matemática, Ensino Fundamental, Moral Education, Troubleshooting, Math, Elementary school