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Previous issue date: 2010-08-27 / O erro do aluno na sua dimens?o did?tico-pedag?gica ? um fatoinevitavelmente presente em qualquer contexto onde se desenvolvamprocessos formais de ensino e de aprendizagem. Pesquisas t?m mostrado que,ami?de, esse erro ? percebido pelo professor como algo indesej?vel, quasesempre conseq??ncia da falta de aten??o ou de estudo do aluno, tendo comodestino, sua elimina??o. Nesta tese, o objeto de nossas reflex?es ?exatamente esse erro, gerado nas entranhas dos processos de ensino e deaprendizagem. Nossa compreens?o ? de que o erro se constitui em umaferramenta mediadora do conhecimento, podendo ser um grande aliado ?sa??es do professor em suas tarefas de ensino, destarte, precisa serconsiderado pelo professor. Com esse entendimento pensamos que o professorprecisa encar?-lo como uma possibilidade a ser explorada e n?o como umafatalidade; isto, seguramente, acarretaria situa??es did?ticas deverasproveitosas. Para aprofundar a compreens?o sobre nosso objeto de pesquisa,optamos pelo estudo da percep??o de pr?-concluintes em 2009.2, daLicenciatura em Matem?tica, acerca do referido erro. Esse foi,precisamente, o objetivo geral deste trabalho: pesquisar e compreendercomo o erro do aluno ? percebido por futuros professores de Matem?tica. Aescolha de futuros professores Matem?tica como sujeitos da pesquisa, sedeve ao fato de que essa ?rea do saber historicamente carrega consigo umfardo de p?ssimos desempenhos escolares. Neste trabalho, exibimos dadosassociados ao ENEM, a Vestibulares da UFRN e a desempenhos em disciplinasb?sicas da Matem?tica, na UFRN que justificam tal escolha. As matrizeste?ricas que arrimaram as reflex?es nesta tese seguem as id?ias propostaspor Giordan (1985); Castorina (1988); Aquino (1997); Luckesi (1995; 2006);Cury (1994; 2003; 2005; 2007); Pinto (2002); Torre (2007); Hoffmann (2007e 2008). Para empreender este estudo selecionamos uma amostra com 30alunos concluintes da Licenciatura de Matem?tica do CCET/UFRN, em 2009, eaplicamos um question?rio semi-estruturado com 14 perguntas, sendo 10quest?es abertas. Estas receberam um tratamento metodol?gico baseado naAn?lise Tem?tica - uma das t?cnicas da An?lise de Conte?do sistematizadaspor Bardin (1977) - e, tamb?m contaram com o recurso do programacomputacional Modalisa 6.0 (software desenvolvido por docentes daUniversidade de Paris VIII). Os resultados advindos da an?lise sobre apercep??o desses concluintes apontam que, na pr?tica pedag?gica da maioriados professores formadores, esse erro ? percebido apenas, como um motivopara pontuar provas/testes e, o aluno, na maioria das vezes, ? encaradocomo "culpado". As an?lises conclusivas, portanto, sinalizam para anecessidade de se investir na forma??o do professor formador dessaLicenciatura, buscando construir um novo olhar sobre o erro. Um olhar querealce suas potencialidades pedag?gicas, que perceba a import?ncia do erroquando ele desvela lacunas no processo de aprendizagem, fornecendovaliosas pistas para os procedimentos de ensino. / Student?s mistakes as viewed in a didactic and pedagogical perspective are a
phenomenon inevitably observed in any context in which formal teaching-andlearning
processes are taking place. Researchers have shown that such mistakes
are viewed most of the times as undesirable and often as a consequence of lack of
attention or poor commitment on the part of the student and rarely considered
didactically useful. The object of our reflections in this work is exactly those mistakes,
which are born in the entrails of the teaching-and-learning processes. It is our
understanding that a mistake constitutes a tool which mediates knowledge and may
therefore become a strong ally of the instructor?s actions in her/his teaching tasks
and thus should be taken into the teacher?s best consideration. Understanding a
mistake as so, we postulate that the teacher must face it as a possibility to be
exploited rather than as a negative occurrence. Such an attitude on the part of the
teacher would undoubtedly render profitable didactic situations. To deepen the
understanding of our aim, we took a case study on the perception of senior college
students in the program of Mathematics at UFRN in the year 2009, 2nd term. The
reason of this choice is the fact that Mathematics is the field presenting traditionally
the poorest records in terms of school grades. In this work we put forth data
associated to ENEM1
, to the UFRN Vestibular2 and the undergraduate courses on
Mathematics. The theoretical matrixes supporting our reflections in this thesis follow
the ideas proposed by Castorina (1988); Davis e Esp?sito (1990); Aquino (1997);
Luckesi (2006); Cury (1994; 2008); Pinto (2000); Torre (2007). To carry out the
study, we applied a semi-structured questionnaire containing 14 questions, out of
which 10 were open questions. The questions were methodologically based on the
Thematic Analysis ? One of the techniques for Content Analysis schemed by Bardin
(1977) ? and it was also used the computer program Modalisa 6.0 (A software
designed by faculties the University of Paris VIII). The results indicate that most of
the teachers training instructors in their pedagogical practice view the mistakes made
by their students only as a guide for grading and, in this procedure, the student is
frequently labeled as guilty. Conclusive analyses, therefore, signal to the necessity of
orienting the teachers training instructors in the sense of building a new theoretical
contemplation of the students? mistakes and their pedagogical potentialities and so
making those professionals perceive the importance of such mistakes, since they
reveal gaps in the process of learning and provide valuable avenues for the teaching
procedures.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/19541 |
| Date | 27 August 2010 |
| Creators | Salsa, Ivone da Silva |
| Contributors | 13604759404, http://lattes.cnpq.br/1326690619078211, Mendes, Iran Abreu, 12432962249, http://lattes.cnpq.br/4490674057492872, Salazar, Jesus Victoria Flores, 23205786840, http://lattes.cnpq.br/0075037871974370, Santiago, Maria Eliete, 05375738449, http://lattes.cnpq.br/6348134383110052, P?rez, Valent?n Mart?nez-Otero, 00000000000, http://lattes.cnpq.br/6957532902842279, Ramalho, Betania Leite |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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