Quando os estudantes não são mais os mesmos: o processo de apropriação de conhecimentos geométricos nos anos iniciais e a teoria histórico-cultural

• Ano de defesa: 2022
• Autor(a) principal: Oliveira, Daniela Cristina de
• Orientador(a): Cedro, Wellington Lima
• Banca de defesa: Cedro, Wellington Lima, Damazio, Ademir, Longarezi, Andrea Maturano, Sousa, Maria do Carmo de, Silva, Sandra Aparecida Fraga da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)
• Departamento: Pró-Reitoria de Pós-graduação (PRPG)
• País: Brasil
• Palavras-chave em Português: Anos iniciais; Atividade pedagógica; Atividade orientadora de ensino; Geometria; Teoria histórico-cultural
• Palavras-chave em Inglês: Early years; Pedagogical activity; Teaching guidance activity; Geometry; Historical-cultural theory
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/12149

Assuming the historical-dialectical materialist method as a conception of the world, a research method and as a praxis, this research was developed in a public school in Goiânia, with children from the early years, in an attempt not only to understand the educational reality, but to transform it to a new quality. This work is materialized in an investigation into the process of appropriation of geometric knowledge, in the early years of elementary school, based on Historical-Cultural Theory, Activity Theory and theoretical and methodological assumptions of Teaching Guiding Activity. To this end, a didactic-formative experiment was organized, composed of a set of Tasks, developed in the years 2018 and 2019, in the municipal education network of Goiânia, with children in the fourth year and, later, in the fifth year of Elementary School. The guiding question of the investigation was: What are the formative movements of transformation of students, from the early years, in the process of appropriation of the concept of form, in a teaching organization supported by the Historical-Cultural Theory? Associated with this, we aimed to investigate the formative movements of qualitative transformation in students in the process of appropriation of the concept of form, based on Historical-Cultural Theory, Activity Theory and the theoretical-methodological assumptions of Teaching Guiding Activity. Therefore, the analysis by units was the chosen path to apprehend the object of study in its movement, materializing in two units of analysis, namely: Formative movements revealing the development of collective activity; and The process of appropriation of the concept of form: the formative movements of qualitative transformations in the students. Relating the stages of development of geometric knowledge, the students showed greater ease in the appropriation process when the nexuses involved aspects of practical and sensorial geometry, however, in manifesting the attributions of meaning referring to formal geometry, the subjects explained difficulty in the abstraction process and generalization, operating with general representations of the object or verbalizing conceptual mistakes. Conclusively, this research allows us to defend the following thesis: in a proposal for the organization of geometry teaching for the early years, supported by Historical-Cultural Theory, the transformation of subjects takes place through their collective experiences in the process of conceptual appropriation.