Metodologias ativas na formação de estudantes de pedagogia para a construção do conhecimento matemático no ensino fundamental anos iniciais
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Data
2021-12-15
Autores
Santos, Emerson da Silva dos
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Universidade Estadual Paulista (Unesp)
Resumo
Esta tese teve por objetivo compreender como a metodologia ativa pode contribuir na formação dos graduandos do curso de Pedagogia. Nesse sentido, nosso objeto de pesquisa foi verificar quais as possíveis contribuições da Metodologia Ativa na formação de pedagogos para o trabalho com o conhecimento Matemático de crianças de Ensino Fundamental em anos iniciais. Assim sendo, nossa tese de pesquisa era compreender como a Metodologia Ativa com graduandos de Pedagogia favorece a formação do professor do Ensino Fundamental anos iniciais para que, por meio de situações de aprendizagem, auxiliem na construção do conhecimento lógico-matemático das crianças. Para atingir esse objetivo, foi realizada uma Revisão Bibliográfica e Documental para análise dos autores e legislação vigente, que embasaram a parte teórica, e as determinações legais que regem o sistema de ensino no país. O trabalho de campo foi desenvolvido por meio da pesquisa-ação, realizando a Tutoria com os estudantes de Pedagogia e utilizando Metodologias Ativas de Aprendizagem. Os jogos e materiais utilizados tinham como objetivo auxiliar na construção do conhecimento lógico-matemático das crianças em determinados conceitos estudados em sala de aula referente ao 5º Ano do Ensino Fundamental Anos Iniciais. Para melhor compreensão de como ocorre a construção do conhecimento lógico-matemático na criança, foram apresentados aos graduandos de Pedagogia alguns conceitos da Teoria de Piaget, com ênfase nas estruturas lógicas elementares de Seriação, Classificação e Conservação, base que auxilia a criança na construção do número e consequentemente de todo o seu conhecimento lógicomatemático. Esse trabalho de pesquisa abordou em seus capítulos os seguintes temas: Uma reflexão sobre a formação docente, Metodologias Ativas na Formação Inicial e Continuada Docente, Um Olhar Histórico sobre a Educação Matemática, Organização Curricular da Matemática no Ensino Fundamental, A BNCC e a Educação Matemática no Ensino Fundamental e A Construção do Conhecimento lógico-matemático. Concluímos que o resultado final foi atingido, não somente pelas respostas apresentadas, mas no dia a dia do desenvolvimento da pesquisa, em que os participantes realmente se envolveram e demonstraram satisfação em participar desse momento de formação inicial para alguns, e continuada, para outros. Assim sendo, em nossas conclusões podemos afirmar que: rever a formação inicial e continuada do docente, rever o currículo no Curso de Pedagogia e do Ensino Fundamental Anos Iniciais, trazer os conteúdos para a realidade dos estudantes, rever as metodologias e práticas de ensino e, finalmente, rever o sistema de avaliação escolar que prioriza a memorização e não a reflexão, são ações mínimas que todo o sistema educacional deveria estar discutindo. O que deve ser registrado é que, se nada for feito de maneira efetiva para mudar esses rumos, as dificuldades de aprendizagem aumentarão, e também estaremos condenando o futuro de nosso país, pois serão as crianças, os adolescentes e jovens que não terão o conhecimento, as habilidades e atitudes suficientes para resolver problemas que enfrentarão no seu cotidiano. Uma sugestão para outros estudos seria uma análise maior sobre como poderia ser realizada a inclusão de metodologias ativas no Curso de Pedagogia, direcionando partes do conteúdo com temas que o futuro professor trabalhará efetivamente em sala de aula, algo semelhante ao antigo Curso Magistério, que estabelecia, em maior parte, a relação teoria e prática durante o curso.
This thesis aimed to understand how the active methodology can contribute to the formation of undergraduate students of the Pedagogy course. In this sense, our research object was to verify the possible contributions of the Active Methodology in the formation of pedagogues to work with the Mathematical knowledge of elementary school children in early years. Therefore, our research thesis was to understand how the Active Methodology with Pedagogy undergraduates favors the formation of Elementary School teachers in the early years so that, through learning situations, they help in the construction of children's logical-mathematical knowledge. To achieve this objective, a Bibliographic and Documentary Review was carried out, to analyze the authors and current legislation that supported the theoretical part and the legal determinations that govern the education system in the country. The field work was developed through action research, conducting Tutoring with Pedagogy students, using Active Learning Methodologies. The games and materials used were intended to assist in the construction of children's logical-mathematical knowledge in certain concepts studied in the classroom for the 5th Year of Elementary School Early Years. For a better understanding of how the construction of logical-mathematical knowledge occurs in children, some concepts of Piaget's Theory were presented to the undergraduate students of Pedagogy, with emphasis on the elementary logical structures of Seriation, Classification and Conservation, a basis that helps the child in the construction of the number and consequently of all his logical-mathematical knowledge. This research work addressed the following topics in its chapters: A reflection on teacher training, Active Methodologies in Initial and Continuing Teacher Training, A Historical Look at Mathematics Education, Curriculum Organization of Mathematics in Elementary School, BNCC and Mathematics Education in Elementary School and The Construction of Logical-Mathematical Knowledge. We conclude that the final result was achieved, not only by the answers presented, but in the day-to-day development of the research in which the participants really got involved and showed satisfaction in participating in this moment of initial formation for some, and continued formation, for others. Therefore, in our conclusions we can affirm that: reviewing the initial and continuing education of the teacher, reviewing the curriculum in the Pedagogy and Elementary School Course Anos Iniciais, bringing the contents to the reality of the students, reviewing the teaching methodologies and practices and Finally, reviewing the school evaluation system, which prioritizes memorization and not reflection, are minimal actions that the entire educational system should be discussing. What should be noted is that if nothing is done effectively to change these directions, learning difficulties will increase, and we will also be dooming the future of our country, as it will be children, adolescents and young people who will not have the knowledge, enough skills and attitudes to solve problems they will face in their daily lives. A suggestion for other studies would be a greater analysis of how the inclusion of active methodologies in the Pedagogy Course could be carried out, directing parts of the content with themes that the future teacher will effectively work in the classroom, something similar to the old Magisterium Course, which established mostly the relationship between theory and practice during the course.
This thesis aimed to understand how the active methodology can contribute to the formation of undergraduate students of the Pedagogy course. In this sense, our research object was to verify the possible contributions of the Active Methodology in the formation of pedagogues to work with the Mathematical knowledge of elementary school children in early years. Therefore, our research thesis was to understand how the Active Methodology with Pedagogy undergraduates favors the formation of Elementary School teachers in the early years so that, through learning situations, they help in the construction of children's logical-mathematical knowledge. To achieve this objective, a Bibliographic and Documentary Review was carried out, to analyze the authors and current legislation that supported the theoretical part and the legal determinations that govern the education system in the country. The field work was developed through action research, conducting Tutoring with Pedagogy students, using Active Learning Methodologies. The games and materials used were intended to assist in the construction of children's logical-mathematical knowledge in certain concepts studied in the classroom for the 5th Year of Elementary School Early Years. For a better understanding of how the construction of logical-mathematical knowledge occurs in children, some concepts of Piaget's Theory were presented to the undergraduate students of Pedagogy, with emphasis on the elementary logical structures of Seriation, Classification and Conservation, a basis that helps the child in the construction of the number and consequently of all his logical-mathematical knowledge. This research work addressed the following topics in its chapters: A reflection on teacher training, Active Methodologies in Initial and Continuing Teacher Training, A Historical Look at Mathematics Education, Curriculum Organization of Mathematics in Elementary School, BNCC and Mathematics Education in Elementary School and The Construction of Logical-Mathematical Knowledge. We conclude that the final result was achieved, not only by the answers presented, but in the day-to-day development of the research in which the participants really got involved and showed satisfaction in participating in this moment of initial formation for some, and continued formation, for others. Therefore, in our conclusions we can affirm that: reviewing the initial and continuing education of the teacher, reviewing the curriculum in the Pedagogy and Elementary School Course Anos Iniciais, bringing the contents to the reality of the students, reviewing the teaching methodologies and practices and Finally, reviewing the school evaluation system, which prioritizes memorization and not reflection, are minimal actions that the entire educational system should be discussing. What should be noted is that if nothing is done effectively to change these directions, learning difficulties will increase, and we will also be dooming the future of our country, as it will be children, adolescents and young people who will not have the knowledge, enough skills and attitudes to solve problems they will face in their daily lives. A suggestion for other studies would be a greater analysis of how the inclusion of active methodologies in the Pedagogy Course could be carried out, directing parts of the content with themes that the future teacher will effectively work in the classroom, something similar to the old Magisterium Course, which established mostly the relationship between theory and practice during the course.
Descrição
Palavras-chave
Metodologia ativa, Pedagogia, Formação de professores, Matemática, Ensino fundamental anos iniciais, Active methodology, Pedagogy, Teacher training, Mathematics, Elementary school early years
Como citar
SANTOS, Emerson da Silva dos. Metodologias ativas na formação de estudantes de pedagogia para a construção do conhecimento matemático no ensino fundamental anos iniciais. Universidade Estadual Paulista (Unesp), 2022.