doctoralThesis
A teoria da objetivação e o desenvolvimento da orientação espacial no ensino-aprendizagem de geometria
Fecha
2019-12-05Registro en:
PAIVA, Jussara Patrícia Andrade Alves. A teoria da objetivação e o desenvolvimento da orientação espacial no ensino-aprendizagem de geometria. 2019. 208f. Tese (Doutorado em Ensino de Ciências e Matemática) - Centro de Ciências Exatas e da Terra, Universidade Federal do Rio Grande do Norte, Natal, 2019.
Autor
Paiva, Jussara Patrícia Andrade Alves
Resumen
This research aims to analyze the semiotic means mobilized in the teaching-learning
process of spatial orientation, which enable the student to establish a reflexive and ethical
relationship with space. The research adopted as theoretical reference the Theory of
Objectification developed by Luis Radford (2006, 2015, 2017a, 2017b, 2018a), which
assumes that knowledge is potential, historically and culturally constituted and not an
individual construction. The Theory of Objectification based the methodology, the design
of the tasks and the data analysis. Regarding spatial orientation, we start from the
theoretical basis of authors such as Clements and Sarama (2009), Blanco (2011), Vecino
(2005) to outline the categories used for the analysis of the mobilized mathematical
knowledge. For data collection, we implemented spatial orientation tasks in a 6th grade
of elementary school classroom, recorded in audio and video. Data processing allowed
the analysis of the mobilized semiotic means and their coordination in a multimodal
approach. The identification of the mobilized semiotic means allowed to analyze the
process of objectification and subjectivation that occurs entangled, with a mutual and
reciprocal influence between these processes, which we call coinfluence. We also
identified moments of dissonance in the articulation of mobilized semiotic media. In the
analyzes we evidence the relevance of graphic representation (plans and maps), gestures
and specific linguistic terms as semiotic means in the objectification of spatial orientation.
Finally, we evidence how the knowledge and semiotic means mobilized in this process
allowed students to see space closer and broader, strengthening the sense of belonging in
a more reflective relationship with space, and influenced the ethical relationship,
emerging more confident and secure individuals, living and communicating with others
through spatial references.