UMA ENGENHARIA DIDÁTICA PARA OS NÚMEROS INTEIROS RELATIVOS: do ensino presencial ao ensino remoto.

• Ano de defesa: 2022
• Autor(a) principal: LUDIER MARIANO ROSA
• Orientador(a): Marilena Bittar
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: engenharia didática - ensino remoto - números relativos
• Link de acesso: https://repositorio.ufms.br/handle/123456789/4499

The aim of this research was to understand how the structuring of the medium of a didactical engineering applied in remote teaching can/should be. We elaborated and applied a sequence of activities, an alternative to the dominant model, to present the initial concepts of relative integer numbers in a 7th grade class of a state public school system in the city of Aquidauana/MS. The didactic sequence in question was elaborated in the light of the assumptions of Theory of Didactical Situations, with emphasis on the role of mediator developed by the teacher, especially in adidactical situations, to be applied in the classroom with students. During the development of the research, this sequence had to undergo several changes so that the initial proposal was maintained, as well as for that the students were able to carry it out, since due to the pandemic, it was applied completely remotely, without any face-to-face contact with students. The didactic sequence was elaborated, applied and analyzed in the light of didactical engineering assumptions and the concept of levels of didactic codeterminacy was mobilized to understand external factors that influenced the relationships that students established with the activities and with the researcher due to the context in which they were inserted and the pandemic. As a result, we observed the need to look beyond the classroom, since given the experienced scenario, elements of institutions that are related to the school environment directly affect the student’s learning process. In addition, it was possible to highlight the need for reflections on the role of mediator played by the teacher in the application of a sequence of activities, developed in the remote teaching model.