Dissertação
Processos de ensino-aprendizagem dialógico-problematizadores mediados por recursos educacionais abertos (REA) na disciplina de matemática nos anos finais do ensino fundamental
Fecha
2022-12-15Autor
Cechin, Lucas de Lima
Institución
Resumen
This thesis, through an action-research, it aimed to investigate and analyze the contributions
and collaborations of the dialogical-problematizing teaching-learning process mediated by
Open Educational Resources (OER) in remote Mathematics classes in the final years of
elementary school. It refers to research associated with the line of research on Educational
Public Policies, Educational Practices and their Interfaces in the Graduate Program in Education
at the Federal University of Santa Maria (UFSM). In order to reflect on a dialogicproblematizing education, I’ve searched for Paulo Freire's bibliographies throughout the period
in which this study was carried out. Allied to Freire's educational principles of dialogue and
questioning, the system advised by Kemmis and MCTaggart based on three matrices stood out:
Dialogic-Problematizing Matrix (MDP), Thematic-Organizing Matrix (MTO) and ThematicAnalytical Matrix (MTA). The methodological approach was based on these three matrices,
starting with the delimitation, organization and analysis of data in order to structure a thematic
concern of an action research. In view of the social isolation caused by the pandemic caused by
the new coronavirus, the study environment initially took place remotely, seeking to meet the
standards of the Municipality of Education (SMED), including the remote emergency
curriculum. It was concluded that the teaching-learning processes in remote classes mediated
by OER based on a dialogic-problematizing education strengthen contextualized knowledge
when the cultivation of participation embraces all the cultures involved.