A constituição de um Clube de Matemática em uma escola pública: Algumas reflexões por meio da Teoria da Atividade

• Ano de defesa: 2017
• Autor(a) principal: Diniz, Jose Marcio da Silva Ramos
• Orientador(a): Almeida, José Joelson Pimentel de
• Banca de defesa: Menezes, Marcus Bessa de , Cedro, Wellington Lima
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Leontiev; Teoria da Atividade; Clube de Matemática
• Palavras-chave em Inglês: Activity Theory; Mathematic club
• Área do conhecimento CNPq: EDUCACAO
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/73824

This research aims, through the Activity Theory, to present reflections on the application of activities through the constitution of a Mathematic Club in a public basic school, discussing the potentialities and limitations that surround it. For this purpose, we used a didactic experiment in the perspective of qualitative research, developed together with students of the 5th, 6th, 7th and 9th grades of elementary in municipal public school in João Pessoa, the capital city of the state of Paraíba. This research was guided by the question: "How can Activity Theory contribute to the process of constitution and subsequent consolidation of a Mathematic Club in a public basic school?" In order to answer this question, we developed 11 meetings in the Mathematic Club, now in formation at the school, focusing on activities involving games and problem solving as the guiding principle. The data collection was done through the log journals of the meetings, aided by the records used by club members, as well as photographic records. The meetings were analyzed based on the Activity Theory proposed by Leontiev, which constitutes a methodological resource of great importance for the planning of teaching strategies and, consequently, learning. As an important result, we verified the concrete possibility of implementing and consolidating of differentiated learning spaces in our public schools, such as our Mathematic Club.