Movimentos de ensinar e aprender matemática em convivência

Abstract

This Thesis, linked to the Graduate Program in Education of the University of Caxias do Sul, emerged from an experiment that focused on mapping the flow of a teacher (who was also the researcher) and her students living under the theoretical approach of Biology of Knowing. This cartographic movement revealed pedagogical dynamics, clues, possibilities, understood as processualities, with the potential to trigger coexistences that favor the construction of mathematical concepts (more specifically those related to geometry). The option of using the Biology of Knowing as a theoretical reference is mainly due to the fact that we believe that it offers conceptual tools that can help to rethink and propose alternatives of renewal for the processes of teaching and learning mathematics, based on the transformation of subjects involved. The purpose of Cartography as a method was to understand, in a broader way, the experience of coexistence that developed in a Niche of Mathematical Learning, in order to clarify the dynamics of the course and contemplating different aspects. The focus of this study was the mapping and understanding of the transformations / learning that occurred in the daily life of a group of eight (08) students of the 8th year of Elementary School, living weekly with the mathematics teacher in a municipal school of Caxias do Sul / RS, during the months of August to November 2017. This coexistence was permeated by pedagogical dynamics that emerged from the exploration of Minecraft, an educational software that fosters the development of autonomy, criticality, creativity and spatial mathematical perceptions . The cartography of this experience of coexistence made it possible to highlight several elements that can be constituted in processualities to enrich the learning of mathematical concepts, among them: the importance of the processes of teaching and learning mathematics to be supported by dynamics that favor pedagogical co-creation, the conversation (talk with emotion), con-living (being along with legiimacy), listening attentively (open to listen without judgments or preconceptions), coupling, as well as "respect and acceptance of the other as legitimate other." It was also possible to highlight the importance of the teacher and students perceiving themselves as "learning partners", that is, people sharing knowledge, experiencing different ways of being, living, teaching and learning, transforming and being transformed, through coexistence. It is the emergence of another way of seeing and understanding the processes of teaching and learning: the Pedagogy of Conviver. This educational proposition intends to break with conventional teaching molds, since it starts from the idea that there is nothing a priori that needs to be done in order for learning to occur; rather, it presupposes the acceptance and appreciation of everything that emerges from the coexistence, aiming at unleashing pedagogical dynamics that may lead to the complexity of mathematical thinking.