A busca pelo brincar: conversas com professoras dos anos iniciais do ensino fundamental em formação
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Tipo
Artigo
Classficação
Nível teórico
Data
2022
Título do Períodico
Revemat: Revista Eletrônica de Educação Matemática
ISSN
1981-1332
Página(s)/e-location
1–21
Idioma(s)
pt, en
Fonte
Fonte
Florianópolis
17
1
17
1
Resumo
O lugar que os jogos e brincadeiras ocupam em aulas de Matemática nos anos iniciais do Ensino Fundamental é o eixo central desse artigo, o qual problematiza essa temática a partir das percepções de duas professoras do 1º ano e uma professora do 4º ano do Ensino Fundamental que participaram de uma formação continuada de professores. Nessa direção, toma-se como referência o recorte de uma pesquisa de natureza qualitativa que foi realizada após a verificação da necessidade do estudo sobre a temática por meio de uma revisão sistemática fundamentada em Costa e Zoltowski (2014). Abarca-se, ainda, questões relativas aos jogos e brincadeiras de acordo com Muniz (2016), dando visibilidade às potencialidades de aprendizagem dessa abordagem em aulas de Matemática. As informações da pesquisa foram obtidas com auxílio de registros pictóricos, realizados pelas professoras participantes de um curso de formação continuada de professores que ensinam Matemática, das anotações da pesquisadora no diário de campo relativo às observações das aulas do curso investigado e das conversas estabelecidas com as docentes. Para a análise em profundidade das informações, desenvolveu-se o estudo com as conversas e desenhos das três professoras participantes da formação continuada. Entre os resultados obtidos com as análises, constatou-se aproximação das professoras com atemática dos jogos e brincadeiras e interesse em desenvolver-se profissionalmente. Assim, considera-se que a abordagem dessa proposição nos cursos de formação continuada de professores é um caminho interessante para a valorização e implementação do brincar em aulas de Matemática, o que é essencial no sentido de assegurar concepções que superam o ensino tradicional dessa disciplina.
The place that games and fun activities occupy in mathematics classes in the early years of elementary school is the central point of this article, which problematizes this issue from the narratives of two 1st grade teachers and one 4th grade teacher who participated in continuing education for teachers. Thus, this article takes as referencepart of a qualitative study that was conducted after the need to study the theme was identified through a systematic review based on Costa and Zoltowski (2014). It alsocovers issues related to games and fun activities according to Muniz (2016), giving visibility to the learning potential of this approach in mathematics classes. The research information was obtained from drawings made by the teachers who participated in a continuing education course for Mathematics teachers, from the researcher's notes in the field diary related to the observations of the classes of the investigated course, as well as from interviews. For the in-depth analysis of the information, we developed the study of the narratives and drawings of the three teachers who participated in the continuing education course. Among the results obtained with the analyses, it was found that the teachers were close to the theme of playing and interested in developing themselves professionally. Thus, the approach of games and fun activities in teacher training courses is considered an interesting way to value and 2Revista Eletrônica de Educação Matemática -REVEMAT, Florianópolis, Ed. Especial: Pesq. Form. Prof. Ens. Mat, p. 01-21, jan./dez., 2022. Universidade Federal de Santa Catarina. ISSN 1981-1322. DOI:https://doi.org/10.5007/1981-1322.2022.e82509implement playing in mathematics classes, which is essential to ensure concepts that go beyond the traditional teaching of this subject
The place that games and fun activities occupy in mathematics classes in the early years of elementary school is the central point of this article, which problematizes this issue from the narratives of two 1st grade teachers and one 4th grade teacher who participated in continuing education for teachers. Thus, this article takes as referencepart of a qualitative study that was conducted after the need to study the theme was identified through a systematic review based on Costa and Zoltowski (2014). It alsocovers issues related to games and fun activities according to Muniz (2016), giving visibility to the learning potential of this approach in mathematics classes. The research information was obtained from drawings made by the teachers who participated in a continuing education course for Mathematics teachers, from the researcher's notes in the field diary related to the observations of the classes of the investigated course, as well as from interviews. For the in-depth analysis of the information, we developed the study of the narratives and drawings of the three teachers who participated in the continuing education course. Among the results obtained with the analyses, it was found that the teachers were close to the theme of playing and interested in developing themselves professionally. Thus, the approach of games and fun activities in teacher training courses is considered an interesting way to value and 2Revista Eletrônica de Educação Matemática -REVEMAT, Florianópolis, Ed. Especial: Pesq. Form. Prof. Ens. Mat, p. 01-21, jan./dez., 2022. Universidade Federal de Santa Catarina. ISSN 1981-1322. DOI:https://doi.org/10.5007/1981-1322.2022.e82509implement playing in mathematics classes, which is essential to ensure concepts that go beyond the traditional teaching of this subject
Descrição
Palavras-chave
Formação continuada de professores, Aulas de matemática, Registros, Jogos e brincadeiras, Continuing teacher education, Mathematics lessons, Records, Games and games
Citação
SILVA, Tamyris Caroline da; ZIMER, Tania Teresinha Bruns. A busca pelo brincar: conversas com professoras dos anos iniciais do ensino fundamental em formação. Revemat: Revista Eletrônica de Educação Matemática, Florianópolis, v. 17, n. 1, p. 1–21. 2022. https://doi.org/10.5007/1981-1322.2022.e82509. Disponível em: https://periodicos.ufsc.br/index.php/revemat/article/view/82509/48509. Acesso em: 2023-09-18