Matemática e infância: o jogo na organização do ensino
Ano de defesa: | 2019 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/19183 |
Resumo: | This work is the product of a Master’s Dissertation in Education inserted in Training, Knowledge and Professional Development research line, of the Graduate Program in Education of the Federal University of Santa Maria (UFSM), linked to the Group of Studies and Research in Mathematics Education (GEPEMat). On the assumption that human beings develop in their social relationships by appropriation of the culture historically produced, this research, in its guiding principles, is based on Historical-Cultural Theory (THC), Theory of Activity (TA), Teaching Guiding Activity (AOE) and understands that, in Early Childhood Education, when the game becomes a pedagogical resource, through the intentional organization of teaching by the teacher, it allows the development of higher psychological functions in children. Childhood Education is understood as a learning space that allows the child to grow, develop and produce culture, through experiences with scientific knowledge and, especially in this research, with mathematical knowledge. The overall objective of the research is to understand the learning of future teachers for Early Childhood Education, by organizing pedagogical games for the teaching of mathematics from the perspective of the Historical-cultural Theory. Such research was developed through the project "Mathematics in the Early Childhood Education? The game as guiding the Pedagogical Activity". A formative experiment was organized with four undergraduate students from the Pedagogy and Mathematics courses, who met in 15 formative meetings to study, discuss and develop learning situations in a preschool class with children. From 5 years old, in a public school in Santa Maria/RS. The executor principle of this research starts from the idea of understanding the phenomenon in its totality; Thus, the data - provided by written reports, reflective discussions, field diary and recorded and photographed records- were presented through episodes and studied from four units of analysis. The relationships established between them indicate that future teachers, by appropriating a general way of organizing teaching, taking the game as a starting point in the organization of actions, may be learning about the teaching work. This movement was mediated by the intentional organization of the formative experiment. Thus, the future teacher, when organizing pedagogical games for the teaching of mathematics in Early Childhood Education, supported by a theoretical reference that sustains his practice in a shared formation, appropriates knowledge about the organization of teaching through the game, understood as the activity that best enables the child to develop the higher psychological functions towards the development of theoretical thinking and places himself in the process of meaning of his teacher education. |
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2019-12-19T12:20:16Z2019-12-19T12:20:16Z2019-07-10http://repositorio.ufsm.br/handle/1/19183This work is the product of a Master’s Dissertation in Education inserted in Training, Knowledge and Professional Development research line, of the Graduate Program in Education of the Federal University of Santa Maria (UFSM), linked to the Group of Studies and Research in Mathematics Education (GEPEMat). On the assumption that human beings develop in their social relationships by appropriation of the culture historically produced, this research, in its guiding principles, is based on Historical-Cultural Theory (THC), Theory of Activity (TA), Teaching Guiding Activity (AOE) and understands that, in Early Childhood Education, when the game becomes a pedagogical resource, through the intentional organization of teaching by the teacher, it allows the development of higher psychological functions in children. Childhood Education is understood as a learning space that allows the child to grow, develop and produce culture, through experiences with scientific knowledge and, especially in this research, with mathematical knowledge. The overall objective of the research is to understand the learning of future teachers for Early Childhood Education, by organizing pedagogical games for the teaching of mathematics from the perspective of the Historical-cultural Theory. Such research was developed through the project "Mathematics in the Early Childhood Education? The game as guiding the Pedagogical Activity". A formative experiment was organized with four undergraduate students from the Pedagogy and Mathematics courses, who met in 15 formative meetings to study, discuss and develop learning situations in a preschool class with children. From 5 years old, in a public school in Santa Maria/RS. The executor principle of this research starts from the idea of understanding the phenomenon in its totality; Thus, the data - provided by written reports, reflective discussions, field diary and recorded and photographed records- were presented through episodes and studied from four units of analysis. The relationships established between them indicate that future teachers, by appropriating a general way of organizing teaching, taking the game as a starting point in the organization of actions, may be learning about the teaching work. This movement was mediated by the intentional organization of the formative experiment. Thus, the future teacher, when organizing pedagogical games for the teaching of mathematics in Early Childhood Education, supported by a theoretical reference that sustains his practice in a shared formation, appropriates knowledge about the organization of teaching through the game, understood as the activity that best enables the child to develop the higher psychological functions towards the development of theoretical thinking and places himself in the process of meaning of his teacher education.Este trabalho é produto de uma Dissertação de Mestrado em Educação inserida na linha de pesquisa Formação, Saberes e Desenvolvimento Profissional, do programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria (UFSM), vinculado ao Grupo de Estudos e Pesquisas em Educação Matemática (GEPEMat). Partindo do pressuposto de que os seres humanos se desenvolvem em suas relações sociais pela apropriação da cultura produzida historicamente, esta pesquisa, em seus princípios orientadores, fundamenta-se na Teoria Histórico-Cultural (THC), na Teoria da Atividade (TA), na Atividade Orientadora de Ensino (AOE) e entende que, na Educação Infantil, quando o jogo se torna um recurso pedagógico, por meio da organização intencional do ensino pelo professor, permite desenvolver as funções psicológicas superiores nas crianças. Compreende-se a Educação Infantil como um espaço de aprendizagens que proporciona à criança crescer, desenvolver e produzir cultura, pelas experiências com o conhecimento científico e, em especial nesta investigação, com o conhecimento matemático. O objetivo geral da pesquisa é compreender a aprendizagem de futuros professores para Educação Infantil, ao organizar jogos pedagógicos para o ensino de matemática na perspectiva da Teoria Histórico-cultural. Tal investigação foi desenvolvida por meio do projeto “Matemática na Educação Infantil? O jogo como orientador da Atividade Pedagógica”. Organizou-se um experimento formativo com quatro acadêmicas em formação inicial, dos cursos de Licenciatura em Pedagogia e Matemática, que se reuniram em 15 encontros formativos para estudos, discussões e desenvolvimento de situações desencadeadoras de aprendizagem em uma turma de pré-escola, com crianças a partir de 5 anos, em uma escola pública Municipal de Santa Maria/RS. O princípio executor desta pesquisa parte da compreensão do fenômeno em sua totalidade; assim, os dados – provenientes de relatos escritos, discussões reflexivas, diário de campo e registros gravados e fotografados – foram apresentados por meio de episódios e trabalhados a partir de quatro unidades de análise. As relações estabelecidas entre elas indicam que futuros professores, ao se apropriarem de um modo geral de organizar o ensino, tomando o jogo como ponto de partida na organização das ações, podem estar aprendendo sobre o trabalho docente. Esse movimento foi mediado pela organização intencional do experimento formativo. Assim, o futuro professor, quando organiza jogos pedagógicos para o ensino de matemática na Educação Infantil, apoiado por um referencial teórico que sustente sua prática em uma formação compartilhada, apropria-se de conhecimentos sobre a organização do ensino por meio do jogo, entendido como a atividade que melhor permite à criança desenvolver as funções psicológicas superiores em direção ao desenvolvimento do pensamento teórico e coloca-se em processo de significação de sua formação docente.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessFormação inicial de professoresMatemática na infânciaJogo pedagógicoTeoria histórico-culturalTeachers educationMathematics in childhoodGuiding gamesHistorical-cultural theoryCNPQ::CIENCIAS HUMANAS::EDUCACAOMatemática e infância: o jogo na organização do ensinoMathematics and childhood: the game in the teaching organizationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisLopes, Anemari Roesler Luersen Vieirahttp://lattes.cnpq.br/7102436522771207Araujo, Elaine Sampaiohttp://lattes.cnpq.br/7342839505214436Scremin, Greicehttp://lattes.cnpq.br/8590324135636694http://lattes.cnpq.br/4148915074891454Binsfeld, Carine Daiana700800000006600d35754ba-be65-447a-a95d-9c39a8397c520f5fa788-00f7-4235-b869-ee4fb905843a4330d937-8665-4ca8-8c91-fc3b18b8b4cdf91e3e78-ad6f-43cc-a225-277a6cdf621breponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEDUCACAO_2019_BINSFELD_CARINE.pdfDIS_PPGEDUCACAO_2019_BINSFELD_CARINE.pdfDissertação de Mestradoapplication/pdf6155347http://repositorio.ufsm.br/bitstream/1/19183/1/DIS_PPGEDUCACAO_2019_BINSFELD_CARINE.pdfc0f36fbba0ba1c0b1b22e75aabad15daMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Matemática e infância: o jogo na organização do ensino |
dc.title.alternative.eng.fl_str_mv |
Mathematics and childhood: the game in the teaching organization |
title |
Matemática e infância: o jogo na organização do ensino |
spellingShingle |
Matemática e infância: o jogo na organização do ensino Binsfeld, Carine Daiana Formação inicial de professores Matemática na infância Jogo pedagógico Teoria histórico-cultural Teachers education Mathematics in childhood Guiding games Historical-cultural theory CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Matemática e infância: o jogo na organização do ensino |
title_full |
Matemática e infância: o jogo na organização do ensino |
title_fullStr |
Matemática e infância: o jogo na organização do ensino |
title_full_unstemmed |
Matemática e infância: o jogo na organização do ensino |
title_sort |
Matemática e infância: o jogo na organização do ensino |
author |
Binsfeld, Carine Daiana |
author_facet |
Binsfeld, Carine Daiana |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lopes, Anemari Roesler Luersen Vieira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7102436522771207 |
dc.contributor.referee1.fl_str_mv |
Araujo, Elaine Sampaio |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7342839505214436 |
dc.contributor.referee2.fl_str_mv |
Scremin, Greice |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8590324135636694 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4148915074891454 |
dc.contributor.author.fl_str_mv |
Binsfeld, Carine Daiana |
contributor_str_mv |
Lopes, Anemari Roesler Luersen Vieira Araujo, Elaine Sampaio Scremin, Greice |
dc.subject.por.fl_str_mv |
Formação inicial de professores Matemática na infância Jogo pedagógico Teoria histórico-cultural |
topic |
Formação inicial de professores Matemática na infância Jogo pedagógico Teoria histórico-cultural Teachers education Mathematics in childhood Guiding games Historical-cultural theory CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teachers education Mathematics in childhood Guiding games Historical-cultural theory |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This work is the product of a Master’s Dissertation in Education inserted in Training, Knowledge and Professional Development research line, of the Graduate Program in Education of the Federal University of Santa Maria (UFSM), linked to the Group of Studies and Research in Mathematics Education (GEPEMat). On the assumption that human beings develop in their social relationships by appropriation of the culture historically produced, this research, in its guiding principles, is based on Historical-Cultural Theory (THC), Theory of Activity (TA), Teaching Guiding Activity (AOE) and understands that, in Early Childhood Education, when the game becomes a pedagogical resource, through the intentional organization of teaching by the teacher, it allows the development of higher psychological functions in children. Childhood Education is understood as a learning space that allows the child to grow, develop and produce culture, through experiences with scientific knowledge and, especially in this research, with mathematical knowledge. The overall objective of the research is to understand the learning of future teachers for Early Childhood Education, by organizing pedagogical games for the teaching of mathematics from the perspective of the Historical-cultural Theory. Such research was developed through the project "Mathematics in the Early Childhood Education? The game as guiding the Pedagogical Activity". A formative experiment was organized with four undergraduate students from the Pedagogy and Mathematics courses, who met in 15 formative meetings to study, discuss and develop learning situations in a preschool class with children. From 5 years old, in a public school in Santa Maria/RS. The executor principle of this research starts from the idea of understanding the phenomenon in its totality; Thus, the data - provided by written reports, reflective discussions, field diary and recorded and photographed records- were presented through episodes and studied from four units of analysis. The relationships established between them indicate that future teachers, by appropriating a general way of organizing teaching, taking the game as a starting point in the organization of actions, may be learning about the teaching work. This movement was mediated by the intentional organization of the formative experiment. Thus, the future teacher, when organizing pedagogical games for the teaching of mathematics in Early Childhood Education, supported by a theoretical reference that sustains his practice in a shared formation, appropriates knowledge about the organization of teaching through the game, understood as the activity that best enables the child to develop the higher psychological functions towards the development of theoretical thinking and places himself in the process of meaning of his teacher education. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-12-19T12:20:16Z |
dc.date.available.fl_str_mv |
2019-12-19T12:20:16Z |
dc.date.issued.fl_str_mv |
2019-07-10 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/19183 |
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http://repositorio.ufsm.br/handle/1/19183 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
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