Práticas lúdicas e a organização do ensino de matemática: movimento dos sentidos na formação docente

• Ano de defesa: 2020
• Autor(a) principal: Andrade, Juliana Ribeiro [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Ludicity; Personal Senses; Mathematics Teaching Organization; Teacher Training; Activity Theory; Teaching Guidance Activity; Math Club; Ludicidade; Sentidos Pessoais; Organização Do Ensino De Matemática; Formação De Professores; Teoria Da Atividade; Atividade Orientadora De Ensino; Clube Da Matemática
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=10254761; https://hdl.handle.net/11600/64856

This research aimed to analyze the movement of personal sense of five teachers on ludic activities and the impacts of these senses on the organization of mathematics education. As the main theoretical guidelines for this research, we listed Vigotski's Cultural-Historical Theory and Leontiev's Activity Theory. The discussion about ludicity and teaching organization is supported by the experiences with Mathematics Clubs and the proposal of the Teaching Guidance Activity; in this perspective, ludicity acts as the intermediate between teaching and the learning process. The investigation of five teachers in Early Childhood Education and the early years of Elementary Education was conducted by a formative experiment based on Dialectical and Historical Materialism method. The collected data were organized in one isolated case divided into three episodes, each of which was composed of scenes. In the first episode, we analyzed the indications of initial senses on ludicity, the teaching organization and the relations with the teaching of mathematics in an initial context; in the second episode, we mapped the movement of these personal senses on the ludic in the light of studies and collective discussions through the Learning Triggering Situations mediated by ludicity and theoretical studies; and, finally, in the third episode, we analyzed the movement of senses in the teaching reorganization process that took place in two moments in the development of two lesson plans. The results of this research point to an dialectical relationship between the personal senses that teachers attributed to ludicity and the teaching organization as the way in which these teachers understand ludicity proved to impact the space that this element occupies in their classroom practices, permeating concreteness, collectivity, the mediation of ludic practices in the teaching and learning processes and the teacher’s intentionality in the teaching organization. The research can also contribute to highlight the role of ludic practices in the teaching and learning process of mathematics, as well as reaffirm the importance of collective learning spaces for studies, discussions and intentional teaching organization that considers ludicity for all phases in Education, whether in Early Childhood Education or Elementary Education, since playing is a fundamental and developmental activity throughout childhood.