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Previous issue date: 2009-10-16 / This work is located at the shield of research that defends the use of Mathematics History, based on the utilization of historical artifacts at teaching activities, at Mathematics classrooms, and at graduation courses for teachers of Elementary School and of the first grades of High School. The general objective is to examine the possibility of the use of historical artifacts, at teaching activities, at graduation courses for teachers of Elementary School and of the first grades of High School.
Artifact, at this work, is comprehended as objects, documents, monuments, images and other kinds of materials that make sense to the Human actions at the past and that represent what have been said and done at the Human history. At the
construction of the theoretical-methodological way of the research we have based ourselves upon the ideas of the authors that are engaged at the teachers formation;
at researchers adherents to the use of Mathematics History (MH) as a methodological resource, and at studies accomplished that elucidate the role of the artifacts at the history and as a mediatory element of learning. We defend the thesis
that the utilization of historical artifacts at teaching activities enables the increasing of the knowledge, the development of competencies and essential abilities to the teacher acting, as well as interact at different areas of the knowledge, that provides a conception of formation where the teacher improves his learning, learning-doing and learning-being. We have adopted a qualitative research approach with a theoretical
and pratic study disposition about the elements that contribute to the teachers works at the classroom, emphasizing the role of the Mathematics history at the teacher s formation and as a pedagogical resource at the mathematics classroom; the
knowledge, the competencies and abilities of the historical artifacts as an integrative link between the different areas of the knowledge. As result, we emphasize that the proposition of using the MH, through learning activities, at the course of teacher graduation is relevant, because it allows the investigation of ideas that originate the knowledge generated at every social context, considering the contribution of the
social and cultural, political and economical aspects at this construction, making easy the dialog among the areas and inside of each one The historical artifact represents a research source that can be deciphered, comprehended, questioned, extracting from it information about knowledge of the past, trace and vestiges of the culture when it was created, consisting of a testimony of a period. These aspects grant to it
consideration to be explored as a mediatory element of the learning. The artifacts incorporated at teaching activities of the graduation courses for teachers promote changes on the view about the Mathematics teaching, in view of to privilege the
active participation of the student at the construction of his knowledge, at the reflection about the action that has been accomplished, promoting stimulus so the teachers can create their own artifacts, and offer, either, traces linking the
Mathematics with others knowledge areas. / O trabalho situa-se no campo de pesquisa que advoga o uso da Hist?ria da Matem?tica, calcada na utiliza??o de artefatos hist?ricos, em atividades de ensino, na sala de aula de Matematica, em cursos de forma??o de professores da Educa??o
Infantil e anos iniciais do Ensino Fundamental. O objetivo geral ? examinar a possibilidade de utiliza??o de artefatos hist?ricos, em atividades de ensino, nos cursos de forma??o de professores da Educa??o Infantil e anos iniciais do Ensino
Fundamental. Artefato, no nosso trabalho, ? compreendido como objetos, documentos, monumentos, imagens, fotografias e outros materiais que d?o sentido ?s a??es do homem no passado e que representam o dito e o feito na hist?ria da
humanidade. Na constru??o do caminho te?rico-metodol?gico da pesquisa pautamonos nas ideias dos autores que tratam da forma??o de professores; em pesquisadores adeptos ao uso da Hist?ria da Matem?tica (HM) como recurso metodol?gico e em estudos realizados que esclarecem o papel do artefato na
hist?ria e como elemento mediador da aprendizagem. Defendemos a tese de que a utiliza??o de artefatos hist?ricos, em atividade de ensino, possibilita ampliar saberes, desenvolver compet?ncias e habilidades essenciais ? atua??o docente, bem como integrar diferentes ?reas do conhecimento, o que propicia uma concep??o de forma??o em que o professor aperfei?oa seu saber, saber-fazer e o saber-ser. Adotamos a abordagem da pesquisa qualitativa com car?ter de um estudo te?rico e pr?tico sobre os elementos que contribuem para o trabalho do professor na sala de aula, destacando o papel da HM na forma??o docente e como recurso did?tico na sala de aula de matem?tica; os saberes, compet?ncias e habilidades necess?rios ?s a??es do professor e o significado dos artefatos hist?ricos como elo de integra??o entre as ?reas do conhecimento. Como resultados, destacamos que a proposta de
utilizar HM, por meio de atividades de ensino, nos cursos de forma??o de professores ? relevante, uma vez que permite a investiga??o das ideias que deram origem ao conhecimento gerado em cada contexto social, considerando as contribui??es dos aspectos socioculturais, pol?ticos e econ?micos nesta constru??o, favorecendo um di?logo entre as ?reas e no interior de cada uma. O artefato hist?rico constitui fonte de pesquisa que poder? ser decifrado, compreendido, questionado, extraindo dele informa??es sobre o conhecimento do passado, tra?os e
vest?gios da cultura na qual foi criado, constituindo-se testemunho de uma ?poca. Esses aspectos lhe concedem significado para ser explorado como elemento mediador da aprendizagem. Os artefatos incorporados em atividades de ensino nos Cursos de Forma??o de Professores promovem mudan?as na vis?o sobre o ensino de Matem?tica, tendo em vista que privilegia a participa??o ativa do aluno na constru??o do seu conhecimento, reflex?o sobre a a??o que est? sendo realizada, promovendo est?mulos para que os professores possam criar seus pr?prios artefatos, como tamb?m oferece pistas de articula??o da Matem?tica com outras ?reas do conhecimento.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14225 |
| Date | 16 October 2009 |
| Creators | Oliveira, Rosalba Lopes de |
| Contributors | CPF:59616571834, http://lattes.cnpq.br/7554818862651491, Pontes, Maria Gilvanise de Oliveira, CPF:11240393334, http://lattes.cnpq.br/2910183324330182, Dezotti, Cl?udia Helena, CPF:07543547848, http://lattes.cnpq.br/5696610183846775, Mendes, Iran Abreu, CPF:12432962249, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4704236U8, Noronha, Claudianny Amorim, CPF:59388374215, http://lattes.cnpq.br/3258090174478169, Morey, Bernadete Barbosa |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| 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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