Uma abordagem para ensino baseada na teoria da aprendizagem significativa utilizando a teoria das categorias

Abstract

This work presents an approach to teaching based on Theory of Signification Learning by David P. Ausubel using a Category Theory. This study begins on utilization of Category Theory, more specifically on Functors. This work uses a metaphor adhering to effective communication between instructor and learner, teacher and student. The effectiveness of the proposed is demonstrated through the algebraic mathematical proof of Functors unchallenged as a solution to the objectives of education in general. The knowledge transmission is dynamic, so that, a successfully transmitted foreground was designed and implemented as unique strategy to provide the learner/student, whenever deemed necessary, the objects and morphisms central to the establishment of new functors that will ensure the effective communication between the categories teacher/instructor and student/learner. The work presents a methodology which applied with functors and the methodology mentioned guarantees memorization and sedimentation of learning, even for people who not endowed with such skill and expertise.