Práticas pedagógicas matemáticas numa abordagem vygotskyana com estudantes do primeiro ano do ensino médio: o ensino de funções lineares por meio do software Scilab

Abstract

We present a research that investigated the possibilities of using the Scilab software to create teaching practices of linear functions considering the concepts of the Vygotskyan theory. The theoretical framework is based on the concepts of socio-interaction, mediation, zone of proximal development and internalization; in addition to the concept of mathematical functions and the use of technological resources. The methodological design was qualitative and the data were generated through a case study with students of the 1st year of high school, from a workshop held in a public school in a city in the South of Brazil. The analysis of the corpus was inspired by the discursive textual analysis of Moraes and Galiazzi, giving rise to three emerging categories: mediation, socio-interaction, practices and learning processes. The research revealed that as teaching practices, teaching must take into account the possibilities and resources of the software for tasks that can challenge the student. It is suggested that the teacher has a mediator role, carrying out interventions, problems and discussions with students, in order that they can give meaning and meaning as media activities. The results also suggest that knowing the concepts of the vygotskyan theory of socio-interaction, mediation, zone of proximal development and internalization can inspire teachers, influencing pedagogical practices for teaching linear functions in high school using the Scilab software. [resumo fornecido pelo autor]