A influência da argumentação justificativa na articulação dos saberes experienciais docentes

• Ano de defesa: 2022
• Autor(a) principal: Santos, Matheus Matuceli dos
• Orientador(a): Attie, João Paulo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• Palavras-chave em Português: Matemática; Ensino de matemática; Ensino fundamental; Matemática (Ensino médio); Argumentação justificativa; Saberes experienciais
• Palavras-chave em Inglês: Justificative argumentation; Experiential knowledge; Mathematics teaching
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/16751

During our student journey, the logic of problem solving in mathematics usually occurred through the faithful reproduction of the steps followed by the teacher. Complementing this paradigm, we point out as preponderant the difficulties of mathematics teachers, by limiting their practice to only one of the three types of teaching knowledge, the experiential knowledge, generally serving as an imitation of consecrated practices. In this context, our objective with the present study is to investigate teachers' impressions about the use of justificative arguments as a teaching approach, having as a background the mobilization of experiential knowledge. The theoretical foundation in relation to the categories of argumentation follows the understanding of several authors, especially Balacheff (1988), Sales (2011) and Attie (2016) and the understanding of experiential knowledge is explored in the light of Benjamin's theory (1993), Bondía (1998), Pimenta (1999) and Tardif (1991; 2002; 2006). Methodologically, qualitative research was carried out, through an exploratory approach, plus an experimental stage. The instruments for data collection were justificative argumentation workshops, in which contents from the Elementary and High School levels were addressed, from a perspective that bases them, and semi-structured interviews. Through the analysis of the data and aiming to answer the question raised, we found that the speed and excess of information, student opinion, and the mistaken mobilization of the first level of experiential knowledge can be pointed out as the main obstacles encountered in the use of justification arguments as teaching methodology.