Critérios que os professores em formação continuada utilizam para selecionar ou elaborar situações de ensino de números racionais

Abstract

The teacher who organizes his teaching according to the precepts of Historical Cultural Theory (THC) and Teaching Guiding Activity (AOE) is in line with the humanization of the subjects involved, with the school being the appropriate environment for the appropriation of the knowledge acquired by humanity. Based on these ideas, the organization of teaching (for example, of rational numbers) must consider the historical needs that triggered it, a certain form of knowledge. Therefore, the teaching activity needs to be organized and thought in a way that provides the student with the meeting with a need, that triggers his activity. In this sense, the development of this research is guided by the intention of analyzing the processes of elaboration and choice of situations of teaching of rational numbers by teachers of basic education. In response to the following question: what criteria do teachers use to teach rational numbers? In response to the following question: what criteria do teachers use to organize the teaching of rational numbers? This analysis will be based on the understanding acquired from the study of the AOE principles and the survey of works in this theoretical perspective on the teaching of rational numbers. Methodologically the data will be constituted from a course offered to teachers of basic education, with a total workload of 35 hours distributed in a presentation environment of the moodle platform and five units/modules. In it, several tasks and Triggering Learning Situations (DAS) with content of rational numbers were proposed só that, in the study forums, the participants revealed their understandings about the theme, in the written and published records on the platform, together with the discussion of texts academics, publicly accessible educational videos and other resources that enabled collective discussion through the virtual platform. Through an analysis process based on historical-dialectical materialism, consisting of three moments, it was possible to identify eight criteria that the research participants considered, during the training process, for choosing or elaborating situations for teaching rational numbers in Basic Education. Among the research results, it was observed that most participants positively valued organizing the teaching of rational numbers, on the one hand, from its meaning as a number in the number line, and on the other, from the consideration of the logical movementconcept background. As perspectives for future research, it is considered important, among other studies, to monitor the process of training teachers who participate in training experiences such as the one developed in this research. Finally, in view of the evidence and reflections carried out, this dissertation is complemented with a product, being specifically a pedagogical notebook with the aim of being an orientation for Basic Education teachers when organizing the teaching of rational numbers, presenting reflections and guides for this.