Os limites e as possibilidades de uma sequência didática: o conceito de proporcionalidade e a aprendizagem de alunos do 5º ano do Ensino Fundamental

This study aimed to analyze the limits and possibilities of a didactic sequence, addressing the concept of proportionality in the learning of students in 5th year of elementary school. From the results of the Diagnostic Assessment Initial applied to students in a class of 5th grade of elementary school, we selected eight (8) students who participated in the constituent activities of that instructional sequence. For the development of this sequence were used theoretical elements of Genetic Epistemology (Piaget, 1990), the theory of fields of Conceptual Vergnaud (1996) and the definition of instructional sequence proposed by Zabala (1998). Finally, after 20 days of application of these activities, we applied the Diagnostic Assessment Final aimed at investigating which concepts related to proportionality were built by the participating students. By analyzing the collected data, it can be concluded the following about the possibilities of teaching sequence: 1) students who, in Diagnostica Home Assessment used the multiplication algorithm, but also did not indicate the comparison between quantities are now performing; 2) students who, in the Diagnostic Assessment Initial, used the addition algorithm, now gradually are using the multiplication algorithm; 3)students who, in the Diagnostic Assessment Initial, could not solve problems involving the idea of proportionality, are now resolving, however, still use, in large part, the addition operation as a strategy for this proportional thinking. Now, in relation to the limits of the sequence noted: 1)time sufficient to propose a higher number of problem conditions to be carried by students who may have been a trigger of construction have not through the proportional multiplication;2)the distant proposition situations of assimilation schemes (interpretation) of the students, which may have caused certain imbalance in them, preventing them from thinking about the problem situation;3)the rapid passage of...

O perdão como componente moral em crianças do primeiro ano do ensino fundamental

Forgiveness may be considered a moral component to be developed along with the development of moral autonomy of individuals. This study aims to verify how 10 (ten) children from the first year of elementary school conceive the pardon and its possible relationship with their moral autonomy development. As theoretical research we have taken Piaget´s studies on human´s morality (1930; 1932) and Rique (2007, 2008, 2011) and Enright (1991, 1998) studies about forgiveness. This study was based on a qualitative research and the adopted method was the Piaget's Experimental Clinical Method. The results have shown that children perform moral reasoning when facing situations which involve the decision of forgiving someone and tend to comprehend forgiveness as forgiving someone for some performed act. We conclude by emphasizing the importance of the teacher’s mediation and intervention in moral discussions involving forgiveness, for the construction of the learners ´moral autonomy.

História e vida: o encontro epistemológico entre Didática da História e Educação Histórica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Indisciplina no ensino técnico: representações sociais de professores

The present study is a result of a Master’s degree’s research in Psychology, which has been developed with the objective of identifying the social representations of teachers about indiscipline in the classroom. We adopted a qualitative and quantitative approach and also the theory of Social Representations. Data were collected through individual semi-structured interviews. There were three high school teachers, three technical teachers and three teachers from both types of education, resulting in nine teachers from a technical school in São Paulo countryside. We defined three themes to process data through a content analysis, which are: indiscipline causes, alternatives to deal with this issue and conception of indiscipline. This division into themes allowed us to identify categories and we were able to measure frequency and percentage of answers. So far, we analyzed data of interviews corresponding to technical teachers. We noted that most of the answers related to the indiscipline were due to individual and family factors of students. Regarding the alternatives to deal with indiscipline, the answers were mostly related to the relationship of teachers and students. In general, we can say these pre-results show us a difference between the indiscipline causes and the alternatives to deal with them: teachers tend to blame the students themselves and their family problems, but they also say the alternatives are centered on the interaction teacherstudent.

Procedimentos de jogadores no jogo virtual Colheita Feliz: a virtude e a regra

This study based on moral culture research and the theoretical Piagetian perspective aims to investigate the relation between virtue and rules in the procedures of participants in the Internet game Colheita Feliz (Happy Harvest) – an Orkut application. By means of descriptive qualitative analysis, the behavior of 60 participants in the game was observed during two months. The participants’ performance ranking was analyzed according to the procedures they used. The results showed predominance of the crop stealing procedure in comparison with the crop cultivation procedure and allowed to consider that the action of stealing of the participants was not guided by the universal principles of virtue, honesty or lack of it (moral domain) but by the playing convention for the game (social domain) favoring the stealing procedure, and also by personal domain (choices) and mutual agreement among the subjects participating in the game. The data did not indicate connections between the participants’ actions inside and outside virtual and real fields with regard to stealing, and reinforced the idea that rules are conventionalized in the domain of a group and depend on social interactions by which mutual respect among peers must prevail. The data also shows that morality is not the regulatory actions in the game. The results also showed the importance of carrying out research on procedures used by computer game players since such procedures can demonstrate cognitive, moral, affective and social aspects perceived during playful interaction situations.

Equívocos na leitura da teoria de Jean Piaget

Dans cet article, nous présentons l'analyse des erreurs commises par rapport à l'épistémologie génétique et la psychologie de Jean Piaget. Nous nous appuyons sur un essai publié dans un périodique brésilien concernant la constitution du sujet d’enfance et la théorie de Piaget. Nous avons comme but d’aider à reprendre la «vraie» théorie de Piaget et de donner un aperçu aux lecteurs à fin de ne pas reproduire de telles erreurs ou être confrontés à de différents sens donnés à la même théorie. En ce qui concerne l'analyse, les auteurs du rapport disent que l'homme est le résultat de différents stades de développement et de ses phases. Cependant, en cherchant à expliquer comment les structures logiques deviennent nécessaires, Piaget a affirmé de ne pas rien avoir inventé. Il a conclu que la constitution des structures opératoires est le résultat de l'interaction du sujet avec le milieu, à condition qu'il dispose de certaines conditions prealables et qu’il soit capable d' établir ses rapports De cette manière, s'il a identifié des moments de la psychogenèse cognitive, il l’a fait grace à la constatation de que les sujets, dans cette interaction avec le milieu, finissaient par construire des manières qualitativement différentes de comprendre et gérer la réalité. Ainsi, Piaget n'a pas cherché de mettre les individus dans des phases ou périodes, artificiellement. Une autre erreur est celui de considérer que Piaget soit adepte de la dicotomie normalité/ anormalité. Ses préoccupations sont de nature épistémologique, et s'il est parvenu à formuler une psychologie, cela avait comme but de donner une base scientifique à sa théorie de la connaissance. Encore une autre confusion a lieu quand on affirme que Piaget a identifié les enfants aux peuples primitifs. Il a seulement dit que la nécessité d’entrer en relation avec le milieu est égale pour l'homme primitif comme pour celui d'aujourd'hui; par conséquent, le fonctionnement est le seul élément biologique considéré par Piaget, vu que tous les êtres vivants cherchent à s’adapter à la réalité. D’après cet angle, on constate que, de la même manière que l’homme primitif a été un enfant - comme ceux d’aujourd'hui - il a cherché à interagir avec le milieu à fin d'assurer sa survie. Il arrive que ses demandes étaient élémentaires du point de vue logico-mathématique, contrairement à nos jours. Une autre erreur consiste à dire qu'il a soupçonné ou admis que les processus de pensée reconnaissaient une organisation logique. Il ne s’agit pas de soupçon ni d'admission, mais d´une nécéssité. Faute de cette fondation, tout le bâtiment piagétien s’effondrerait. Nous concluons que le concept de progrès et l'état de l'intelligence sous-entendent la critique des auteurs. Malgré cela, et même pas sans admettre les explications formulées par Piaget, c’est le fait de que les censeurs doivent faire face à une vérité: indépendamment de la culture ou du moment historique, les enfants agissent toujours de la même manière, en cherchant à donner un sens à la réalité. Nous pouvons donc être d’accord ou en désaccord avec l'explication de Piaget. Cependant, il y a quelque chose qui ne doit pas être ignorée: la contribution apportée par Piaget vers la compréhension de la logique du fonctionnement mental.

A construção do conhecimento em crianças do período sensório-motor: relato de uma experiência com educadoras de creche

Cet article présente un rapport d'expérience qui visait à la formation continuée des enseignants du « Centro de Vivência Infantil » de l'Universidade Estadual Paulista. À partir des notions de l’Épistémologie Génétique comme: l’action, le scheme de l’action, l’adaptation, l’accommodation et l’assimilation, nous cherchons un fondement épistémologique pour le travail d’enseignant avec les enfants entre 0 et 24 mois. Nous présentons, comme résultat pratique de l’application de la connaissance des définitions en Épistémologie Génétique, le travail de formation continuée avec les enseignantes du « Centro de Convivência Infantil » de l’UNESP et la prise de conscience résultant pour adopter la perspective épistémologique piagetienne dans leur travail quotidien avec les enfants du période sensori-moteur.

Educação a distância online: potencialidades para a formação de professores que ensinam matemática

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Prática e consciência das regras no jogo de Bola Queimada: contribuições para a educação física

Pós-graduação em Educação - FFC

Fatores sócio-político-culturais na formação do professor de matemática: análise em dois contextos de formação

Pós-graduação em Educação Matemática - IGCE

O ensino de estrutura da matéria na disciplina de física: uma análise de estruturas conceituais para a modelagem do currículo

Pós-graduação em Educação para a Ciência - FC

Síntese estendida: uma investigação histórico-filosófica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Uma pesquisa didático-epistemológica na formação inicial em ciências biológicas: como a evolução forjou a grande quantidade de criaturas que habitam o nosso planeta?

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O paraíso atrasado: a construção do rural no Brasil através do imaginário geográfico

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A compreensão da definição freudiana do conceito de pulsão sexual para a compreensão do conceito de sexualidade humana

This article approaches the definition of sexual drive proposed by Freud in the Three Essays and how the psychoanalytic conception of human sexuality has been theoretically presented from this first exposition: both as a construct of the species and as an individual construct. It seeks to show how the very metapsychological definition of drive (Trieb) – in 1905 and also in Freud’s 1915 Instincts and their Vicissitudes – interlaced biological contributions and the psychoanalytic clinic in the formulation of an original concept of the human sexuality. The paper also discusses how, because of this duplicity, there is sometimes a developmental interpretation of sexuality in the Three Essays. In the first two of the Three essays, Freud tried to expand the possibilities of sexual behavior, analyzing the drives in the diversity of perversions and in children’s sexuality, while in the third essay the focus was on the adult sexual drive from the moment it organizes itself around an object (hence being no longer auto-erotic) and the reproduction function. Certain experts have occasionally questioned whether the 1905 article attributed a biological teleology to the human sexuality by assigning reproduction as the eventual purpose of the sexual drive – that is, a reproductive goal achieved through the sexual intercourse (coitus). Our study seeks to show how the physiological point of view proposed by Freud in his 1915 article on Instincts sheds some light on how the very biological origin of the drives denies this supposed exclusive reproductive purpose of sexuality. The duplicity of Freud’s concept of drive – as expressed in the enigmatic sentence where he states that this is a concept situated on the border between the psychical and the physical – is then discussed taking into account this intercrossing between the biological and the psychical presented in the Three Essays. The points of view proposed by Freud in 1915 for the definition of the concept of drive – the physiological and the biological points of view – are suggested as conceptual tools to the understanding of this twofold character of human sexuality, according to psychoanalysis.