Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
BEZERRA, Fábio Belarmino
 |
| Orientador(a): |
ALMEIDA, Jadilson Ramos de |
| Banca de defesa: |
MELO, Elisângela Bastos de,
MARTINS, Juliana Bezerra,
NASCIMENTO, Monica Dias do |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino das Ciências
|
| Departamento: |
Departamento de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9738
|
Resumo: |
The National Common Core (BNCC, 2017), as the main guiding document of the Brazilian education curriculum, introduces algebra as a thematic unit to be addressed starting from the Early Years of Elementary School, with one of its primary objectives being to contribute to the development of algebraic thinking. Considering the need to establish a connection between algebra instruction and other thematic units, it is essential to recognize the responsibility that Early Years teachers assume, which is to expand their knowledge in order to facilitate this integration effectively. This context prompts reflection on the training of Early Years teachers, who develop skills for a broad range of professional activities beyond the classroom but still face challenges, highlighting the ongoing need to address gaps throughout their education. Therefore, efforts focus on investing in continuing education to fill these gaps, including understanding the teaching of algebra, which is the central theme of this research. The first step of this study involves evaluating a continuing education session conducted remotely, designed for Early Years Elementary School teachers, with the aim of identifying evidence of objectification through the analysis of tasks involving pattern generalization, discussed in a remote formative session with Early Years teachers, in light of the Theory of Objectification. Analyses were conducted on conceptions related to algebraic thinking, based on the teachers' reflections and interactions during the study of these tasks. The analysis utilized the concept of multimodality and its various resources as fundamental tools for understanding the topic, along with reflections on the importance of these resources in mobilizing knowledge in the classroom. In these aspects, the materialization of vectors of algebraic thinking was not clearly evidenced, but the processes of objectification and possible distinctions between algebraic and arithmetic generalizations were experienced and discussed within the context of Joint Labor, an activity presented in the Theory of Objectification, which, among other aspects, prioritizes collectivity, solidarity, and care for one another in the processes of knowledge production. |
