As interações discursivas no ensino de geometria por meio de técnicas de dobradura e outras atividades lúdicas : um estudo de caso em uma turma do 3º ano do ensino fundamental

• Ano de defesa: 2017
• Autor(a) principal: Paixão, Tereza Cristina dos Santos
• Orientador(a): Silva, Adjane da Costa Tourinho e
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• País: Brasil
• Palavras-chave em Português: Matemática; Geometria; Aprendizagem baseada em problemas; Origami; Ensino-aprendizagem de geometria; Técnicas de dobraduras; Interações discursivas; Atividades lúdicas
• Palavras-chave em Inglês: Teaching-learning of geometry; Folding techniques; Discursive interactions
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/handle/riufs/5122

The objective of this research was to analyze the development of a didactic sequence elaborated and geared to the teaching of geometry through folding techniques and other play activities, verifying their contributions to the conceptual evolution and motor skills of the students. The research was developed with students of the 3rd year of elementary school of a state school, located in the municipality of Nossa Senhora do Socorro, in Sergipe. It is a qualitative research on the practice itself. Modality defined by João Paulo da Ponte as a research on the practice itself (PPP). In this perspective, the researcher acted as teacher of the group investigated. The analytical focus, taking into account a sociocultural perspective of education, turned mainly to the discursive interactions configured in the classroom everyday, which were analyzed based on theories of Vygotsky and Bakhtin, as well as in some Analytical categories proposed by Mortimer and Scott. The data were obtained and treated with inspiration in the interactional ethnography. Through filming and field notes, the actions of the teacher and students were recorded. Each class of the didactic sequence, recorded in video, was mapped in episodes, which were submitted to the analysis, and the most representative ones were transcribed, and their analysis was deepened. The obtained results indicate that the interactions guided and fomented by the teacher in the classroom, as well as the mediating tools used by them favored the development and learning of the mathematical content explored, contributed to the evolution of the students' motor skills, enabled the dialogue with Art and the formation of the basic concepts of geometry.