Necessidade do conceito e motivos para a aprendizagem: (inter)relações manifestadas por professores em formação continuada fundamentada na atividade orientadora de ensino

Abstract

This research, conducted as part of the professional master’s program in Scientific, Educational, and Technological Training (PPGFCET) at the Federal Technological University of Paraná (UTFPR), is grounded in Historical-Cultural Theory (VYGOTSKY, 2001), Activity Theory (LEONTIEV, 2021), and Teaching Guiding Activity (MOURA, 2016). Based on these authors, it is possible to understand that being active enhances learning and, consequently, development. It is expected that students engaged in learning activities have a need directed toward an object, that is, a motive for conceptual learning. In this sense, it is understood that mathematics teaching needs to be organized with the aim of awakening learning motives in students (MOURA et al., 2016). Motivated to understand how educators are concerned with the needs for concepts and motives of their students, this research focuses on teachers’ understanding of needs and motives in the process of organizing teaching during remote continued education in the Mathematical Pedagogical Workshop (OPM/UTFPR). During the year 2022, 14 meetings were observed with seven mathematics teaching students and two basic education teachers participating in the project, in addition to the five members of the OPM executing team, totaling sixteen research subjects. It is understood that the comprehension of these teachers allows for addressing the question: “What do teachers in continued education at the OPM express about the need for concepts and motives for learning during the organization of mathematics teaching based on Teaching-Oriented Activity?” The qualitative changes in these teachers’ understanding are pertinent to the problem. To elucidate these understandings regarding needs and motives, as well as the changes that occurred, the intention is to analyze written and oral expressions from the teachers, presenting them in two analytical episodes: 1) need for the concept and motives considered during the study of Teaching Guiding Activity, and 2) need for the concept and motives considered in the development of Learning Triggering Situations about mathematics concepts. Among the results, it stands out that even with the formative actions undertaken, the project participants focused more on instructional aspects of teaching organization than on the need for concepts. On the other hand, the formative actions provided by the OPM allowed changes in the understanding of needs and motives, as well as advancements in the way of analyzing the potentialities of teaching situations. The results of the research, grounded in the theoretical framework that supports it, constituted an educational product in the format of a website with guidelines for teachers on how they can consider the needs and motives of their students.