Objetos de aprendizagem aplicados ao ensino da trigonometria: revelando elementos a partir do movimento histórico e lógico

Abstract

The transformations which society have been through due to access to Information and Communication Technology reverberate in the way which teaching is planned. The Information and Communication Technology offer several pedagogical resources and teaching and learning instruments. Among these, there are the Leaning Objects. It's understood that the selection by the teacher of a Learning Object is a task that needs to be theoretically substantiated, so it can contribute to the building of the student's theoretical knowledge. Thus, this current research aims to analyze the LO's content applied at trigonometry teaching using elements from the historical and logical movement. The analyze of these elements has been substantiated in the assumptions of the historical cultural theory, from Vigotsky and his followers, among then Leontiev and Davydov, and according to the study of the dialectical historical and logical pair, from the historical-dialectical materialistic theory of Karl Marx and Friedrich Engels. The study of the historical and logical movement allows the teacher to recognize new conceptual links and the essence of determinated shape of knowledge in it's steps of emergence and development, considering that the logical (movement of thought) reflects historical aspects relations to needs that culminate to the arising of the object of knowledge. To reach the objective proposed in this research, some methodological actions have been done: the study of elements of the historical and logical movement of the trigonometry teaching following the thoughts from the authors studied in the literature review; the selection and analyzes of Learning Objects applied at trigonometry studying in repositories on the internet, to check the presence of the elements presented on the previous step, in the situations proposed by these objects. The analyzes realized on the Learning Objects revealed aspects of conduction of the student's empirical thought. Looking for overcoming some of these aspects, a learning object has been made as an educational product, with situations which contemplate the conceptual links studied in the historical and logical movement and allow the teacher forward the formation of the student's theoretical thought related to the basics concepts from trigonometry.