A aprendizagem de conhecimentos matemáticos em uma perspectiva interdisciplinar no projeto observatório da educação/CAPES/UEA
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Universidade do Estado do Amazonas
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The research investigated the Mathematic`s apprenticeship in a public school of Manaus
where is executed an interdisciplinary project of the Observatory of the
Education/CAPES/UEA, especially at the 8 year of Elementary School, the read and write
competence, from the application of a conjoint of strategies centralized in Math`s know-how
in a interdisciplinary process with Portuguese capable of transcend the hampered of Math`s
apprenticeship. The first chapter discussed the interdiscipline to search for aspects contained
in the teacher knowledge and in the student knowledge acquired at the daily school. To
deepen the proposed studies, has been opted for Fazenda (2008), Japiassu (2006), Gusdorf
(1985) e Vasconcelos (2009). Also has been discussed the math`s knowledge, impulsed for
the reflection of the own characteristics of the Math`s teach and, to help in these reflections,
dialogued with Miorim (1998), Machado (2002) e Bürigo (1989). Advancing at the concept`s
investigation, has been amplified the comprehension of mathematic knowledge through the
read and write competence, directed for Perrenoud (1996), Terezinha Rios (2006), Marise
Ramos (2006), Lerner (2002) e Ferreiro (2009). The second chapter runs over the
methodological way centralized in a qualitative approach anchored by Demo (1997), Gamboa
(2000), Zabala; Arnau (2010) and the reflections of the methodological procedures came
through strategy of teach for Anastasiou (2012). At the end, the third chapter presents the
verification and contradictions obtained through methodological delineation, calling attention
to the necessity of adaptations during the daily activities. At the end of the research has been
presented the final considerations and the possibilities of new questions and reflections. All
this scenery reflects opportunities for discursions about the importance of problem-situation
as didactic resource, as apprenticeship contexts much as school evaluation, and mainly as a
new way to found the apprenticeship when we want to appreciate the development of
competencies.
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