A formação de professores e a aprendizagem com significado: propostas lúdicas no ensino de Matemática no primeiro ano do Ensino Fundamental

Abstract

In this work I present the results of an Educational Design Research (PDE) with the intention of producing an educational site for the training of teachers of first year classes in Elementary Education, seeking to support them in the creation of didactic situations involving the teaching of the contents Numbers and Operations of the knowledge area Mathematics, taking as the axis of the teaching process the ludic learning situations. The intention, of the educational website, was to produce study and research content for teachers of classes in the first year of elementary school, so that it can be used in an autonomous way, allowing the teacher to customize their training trajectory. For the survey of contents that make up the educational website, we used the resources of the Sesc - Social Service of Commerce schools, in observation and training visits in the last three years, when I carried out training in the area of Mathematics with teachers. I also used the Pedagogical Proposal of the Elementary School of Sesc, a document that governs the teaching practices of the Institution. With this data, I traced the recurrences in the formative trajectory of the teachers and I arrived at the Numbers and Operations content block as a formative need of the group. I support the discussions on permanent formation in Nóvoa (1999) and authors who dialogue with his perspective of in-service training. For the teaching of Mathematics, I use Brousseau (1996), approaching teaching in the light of Didactics of Mathematics.