Processos pedagógicos e a construção do conhecimento matemático no Ensino Fundamental

Abstract

This research aimed to analyze the educational processes and the construction of mathematical knowledge in the 6th grade of elementary school. In the intention of detailing this approach, the study sought to characterize the didactic and pedagogical dynamic that anchors the teaching and learning of the mathematical content in the 6th year of elementary school, investigating teacher, student and observation the classroom, posing as study problem: How the pedagogical processes of teaching and learning are configured from the perspective of construction of mathematical knowledge in elementary school? To guide the research problem, the following questions are necessary: As the didactic and pedagogic dynamic of the development of the mathematical content is presented in the 6th year of elementary school? As the epistemological perspectives on the content of mathematical knowledge are configured from the didactic development between teacher and student? The theoretical bases of the research were defined from studies of genetic epistemology and constructivism, emphasizing concepts and reflections of Jean Piaget, Fernando Becker and Zélia Ramozzi-Chiarottino. Are also anchors of the research, the approach about the teaching - learning process of Paulo Freire and Antoni Zabala. The methodological approach of the research is qualitative, unfolding activities of interviews with subject teachers and students, as well as direct observation of the didactic process in the classroom. The research instruments, the organization and categorization of data, privilege discursive aspects, relating to the voices of teachers and teenage students of the 6th year, proceeding to content analysis, according to Bardin (2011). Analysis of the data indicates that students are based in a predominantly empiricist conception of knowledge, without however make aware of the fact. This conception is the result of a construction emerging from the cultural and social context of the student, which may include the school and family. Research indicates equally that teachers indicate traces of an epistemological conception essentially empiricist and priori, it is noted, however that the teacher has no consciousness of epistemology that leads to their practice and their pedagogical practice. The study points to evidences that math classrooms are composed of students who have great difficulties to build their knowledge and are unaware of the ways of achieving the autonomy of their actions. Teachers and students differ from the constructivist epistemological conception, being determined by a compression of the knowledge that is based on common sense culturally elaborate. Changes in the teaching of mathematics must necessarily happen in the epistemological conception of the subjects involved in the teaching-learning process, that through the action itself, teacher and student build their possibilities to know.