Prova Brasil: compreendendo os sentidos atribuídos por professores ao desempenho dos estudantes
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2015-11-18
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Universidade Federal de Goiás
Resumo
This study has the objective to analyze the meanings attributed by teachers to student
performance in “Prova Brasil”, with respect to numerical knowledge. The theoretical reference
is the History-Cultural Theory (Vygotsky, Leontiev, Luria and others), more specifically the
contribution of the authors who have dedicated themselves to the study of human activity as the
central unit of the life of the concrete subject. The question that guided this study is: What is
the meaning attributed to the performance of students in the early years, teachers who teach
mathematics with respect to numerical knowledge expressed by the external evaluation– “Prova
Brasil”? The method of investigation is the dialectical historical materialism. The organization
of study is based on a documentary research. This makes it possible to understand the formation
of movement of the Goiânia Municipal Network, as well as external evaluations, in particular,
the Prova Brasil. It was conducted a conceptual literature search, they were presented the
theoretical syntheses produced from the study of the works of different authors who helped to
understand the studied object - the personal meaning attributed to the errors. We proceeded to
the investigation of numerical knowledge present in Prova Brasil. For the study of these
knowledge, specifically the conceptual links the concept of number, Hindu Arabic decimal
numbering system, were major contributors the following authors: Caraça, Ifrah, Lanner de
Moura, Dias and Moretti. Developed a field research consisted of questionnaires and interviews
with RME teachers of Goiânia. The WebQda software was taken as another methodological
resource to help in the analysis and organization of qualitative data. These were arranged in two
axes, namely cultural practices of teachers to teach and numerical knowledge: the conceptual
links necessary for the construction of theoretical thinking. The teachers interviewed reported
ruptures between the social significance and personal meaning, as well as between the reasons
for the activities and purposes of the shares. As for the sense it presents far the social meaning
of what is universal, what would learn about the numerical knowledge. This teachers’
observation denounces that the work done by them does not produce the expected effects,
namely: that children learn. This understanding enables reflect the non-comprehension of the
error results of non-appropriation of social meanings in respect to numerical knowledge as
cultural assets. The results lead to the attempt to overcome the alienation of school work, so as
to allow the construction of meaning on access to assets produced by men in the humanization
process.
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PIRES ZANETTI, R. R. Prova Brasil: compreendendo os sentidos atribuídos por professores ao desempenho dos estudantes. 2015. 280 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2015.