Manoel Oriosvaldo de Moura

Mediações simbólicas na atividade pedagógica

This research presents an analysis of a didactic investigation of the first series of Fundamental Education that tries to identify the essence of actions and operations in the activity of teaching. From the mediations instituted in the teaching and learning relationship, these actions and operations create conditions conducive to the development of theoretical thinking among students and educators. The object of this study is to investigate the different kinds of symbolic mediation in the pedagogical activity. They create the conditions for the development of thinking as one of the superior psychological processes of the human genre to be stimulated in the school context. The method of investigation is based on the dialectical historical materialism, on cultural-historical psychology, and on activity theory as instruments of analysis of the constitution of human individuality. On the empirical side, a comparative study is carried out between two distinct moments of the didactic investigation, taking into account the logic that underlies the organization of teaching. This brings changes in the quality of the appropriation of concepts, expressed in the manifestations of thought in the forms of judgment, concept and deduction. The results identify as symbolic mediations the relations of the subjects with the historicized object of study, and the collective and cooperative actions and operations of the subjects in the cognitive, volitional, and affective aspects. In conclusion, the text asserts that these mediations only become effective after the appropriation of theoretical-scientific knowledge by the educators, since the latter promote the creation of conditions and circumstances that make it possible to establish an integrated system, instituting social practices into the school context that help to overcome the alienating conditions inherent to the current school system and to contemporary society.

Investigando a aprendizagem do conceito de função a partir dos conhecimentos prévios e das interações sociais

This paper reports a research about the influences of previous ideas and social interaction in learning of function concept carried out with 8th grade students of a public school. Comparing moments of individual work with interactions situations we observed that the circumstances where interactions occurs, a greater comprehension of concept and how it enables abstraction and generalization was made possible whereas this did not occur in the situation where individual work was carried out.

Educação, educação matemática e teoria cultural da objetivação: uma conversa com Luis Radford

Luis Radford e professor titular da Laurentian University em Sudbury, Ontario, no Canada. Desde 1992, leciona no programa de formacao de professores da Ecole des Sciences de l’Education, onde e atualmente diretor e coordenador do Laboratorio de Pesquisa em Semiotica Cultural e Pensamento Matematico. Professor de Educacao da Universidade de Manchester, no Reino Unido, e presidente do Grupo Internacional de Estudos sobre as relacoes entre a Historia e a Pedagogia da Matematica, afiliado a International Commission on Mathematical Instruction (ICMI). Autor de diversos artigos cientificos nos quais relaciona temas complexos como historia, cultura, ensino e aprendizagem, Luis Radford e internacionalmente reconhecido como pesquisador da area da educacao matematica, tendo recebido em 2011 a Medalha Hans Freudenthal do ICMI. Na entrevista concedida durante sua estadia no Brasil, em marco de 2014, Luis Radford revela alguns de seus caminhos de formacao e sintetiza alguns dos elementos e principios que orientam a Teoria Cultural da Objetivacao sobre os processos de ensino e aprendizagem e, em particular, de que forma essa concepcao teorica se relaciona com o campo de pesquisa da educacao matematica. Na entrevista, sao abordadas ainda algumas estrategias e tecnicas metodologicas de pesquisa com professores e alunos, em projetos longitudinais que permitem tracar o desenvolvimento cultural da crianca. Por fim, o professor Luis Radford aborda questoes gerais relacionadas as orientacoes curriculares no Brasil, compreendido como um pais com importante diversidade cultural e social. A leitura dessa entrevista remete a atualidade das pesquisas sobre os processos de ensino e aprendizagem, de forma especifica daqueles relacionados ao conhecimento matematico, bem como oferece elementos para a discussao sobre os processos de formacao de professores que visem a formacao do sujeito em suas maximas potencialidades, ainda que condicionado por determinantes sociais e culturais.

Possibilidades Metodológicas na Pesquisa em Educação Matemática: o experimento didático

Resumo: A educacao matematica e um campo de conhecimento que vive um processo de construcao e elaboracao de suas bases epistemologicas e ontologicas. Nesse sentido, as discussoes metodologicas constituem-se fundamentais para a area. Por isto, a escolha de uma determinada metodologia que possa contribuir para a resolucao de um problema, torna-se um momento crucial para o desenvolvimento de uma pesquisa. Com o intuito de contribuir para esse momento fundamental do processo de investigacao, este trabalho apresenta um dos possiveis caminhos metodologicos para a pesquisa que tem como principal foco investigativo o processo de ensino e de aprendizagem na sala de aula de matematica: o experimento didatico. Partindo, entao, de um relato de uma investigacao sobre o ensino da algebra para criancas da educacao basica, definiremos e caracterizaremos esta proposta metodologica. Alem disso, abordaremos as principais contribuicoes e as dificuldades que permeiam uma atividade investigativa desenvolvida sobre as bases teoricas do experimento didatico. Palavras-chave: experimento didatico; pesquisa na sala de aula; metodologias de pesquisa; ensino de algebra; atividades de ensino.

Construção de instrumentos teórico-metodológicos para captar a formação de professores

Research on the profile of environmental educators has required a research methodology appropriate for capturing their training process. Since when researching teacher education we are before something that is not materially established and is dynamic, how can one take the training of environmental educators as a research object? To construct an answer to this question, this study required theoretical and methodological tools that enabled grasping the training of teachers in their educational activities. The training of environmental educators requires an environment in which everyone has a voice and can share experiences, review their knowledge and produce new meanings from a critical perspective. The creation of a learning community in a public school established a favorable context for teacher education. We confirmed that, if planned and organized, Horario de Trabalho Pedagogico Coletivo (Collective Pedagogical Worktime) can intentionally contribute to teacher education. Activity theory offered resources both from the point of view of teaching, by providing a basis for the organization of meetings with secondary school teachers, always taking into account the intentionality of training, and from the methodological point of view, by allowing us to grasp our object, that is, the training process in its movement. In the interaction between subjects, they were able to expand their views and there were changes of meanings related to environmental issues. When evoking a thought, a reflection, a subject enables the others to revisit their positions and knowledge. Thus, knowledge is formed with new quality and so are individuals.