Made available in DSpace on 2015-04-14T14:12:52Z (GMT). No. of bitstreams: 1
439490.pdf: 1145295 bytes, checksum: 2206411a56d71fdabff3a86937952245 (MD5)
Previous issue date: 2012-03-26 / The research presented in this dissertation intends to collaboratewith the improvement of the teaching practicefor the Young and Adult Education, through the use of didactic strategieswhich allow to identify and to valorize the knowledge, the experiences and the interactions ina group, collaborating to a meaningful learning. It was performed with EJA(Young and Adult Education)students, who havean empirical Math knowledge, used by them during their daily routines. The study was developed from the following research problem: how the recognition of previous knowledge of the students from PROEJA (Brazilian National Program for the Integration of Professional and Basic Education forAdults) about Geometry can help them to build new knowledgeand, its objective was to understand how this recognition and theimportance given to this knowledge can contribute totheir learning. A methodological proposal focused on Geometry was developed in order to perform this research, which included the creation of an enterprise. To do that, the students were asked to follow several steps, like: planning the work, working on the ground floor, searching for price and building a scale model. The instruments used on the research included a questionnaire to verify the students‟ previous knowledge, notes taken from the class observation,analysis of the students‟ evaluation about the activities that were realized and a semi-structured interview with a group of students. The analysis of the data showed that the use of teaching strategies which challenge the students to relate the knowledge built during their lives to the one developed in the school practice allows a meaningful learning. Motivation, leadership and interaction among the ones involved could also be noticed, what indicated that the teaching strategies contributed to the improvement of the students critical thinking and self-esteem. In addition to that, they allowed them to better understand their reality. / A pesquisa apresentada nessa disserta??o buscou colaborar para a qualifica??o do ensino na Educa??o de Jovens e Adultos por meio da utiliza??o de estrat?gias did?ticas que permitam reconhecer e valorizar os saberes, viv?ncias e intera??es entre o grupo envolvido, colaborando para uma aprendizagem significativa. Foi realizada com alunos da EJA, que possuem um conhecimento emp?rico de Matem?tica, utilizado por eles na realiza??o das atividades do dia-a-dia. Partiu do seguinte problema: Como o reconhecimento dos saberes pr?vios de alunos do PROEJA sobre Geometria pode contribuir ? constru??o de novos conhecimentos? O objetivo foi compreender como o reconhecimento e a valoriza??o desses saberes podem contribuir para que ampliem os seus conhecimentos. Para realizar a pesquisa foi desenvolvida uma proposta metodol?gica focada na Geometria, que envolveu a idealiza??o de um empreendimento. Nele os educandos desenvolveram diversas etapas, que incluiu desde o planejamento da obra, planta-baixa, pesquisa de custos e constru??o de uma maquete. Os instrumentos de pesquisa utilizados inclu?ram um question?rio para reconhecimento dos saberes pr?vios, anota??es nos di?rios de aula, an?lise da avalia??o realizada pelos alunos sobre o trabalho realizado e uma entrevista semiestruturada com um grupo de alunos. A an?lise dos dados evidenciou que a utiliza??o de estrat?gias de ensino que desafiem o aluno a relacionar os conhecimentos constru?dos ao longo de suas viv?ncias ?queles desenvolvidos na pr?tica escolar permite uma aprendizagem significativa. Evidenciou, tamb?m, a motiva??o, o protagonismo e a intera??o entre os sujeitos, indicando que as estrat?gias de ensino utilizadas contribu?ram para o desenvolvimento do esp?rito cr?tico e da autoestima positiva dos educandos, al?m de permitir que compreendam melhor sua realidade.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/3429 |
| Date | 26 March 2012 |
| Creators | Bortollini, Veridiana Rabaioli |
| Contributors | Borges, Regina Maria Rabello |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica, PUCRS, BR, Faculdade de F?ca |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 3565627554998330423, 500, 600, 6574392640991280001 |
Page generated in 0.002 seconds