O desenvolvimento de motivos formadores de sentido no contexto das atividades de ensino e estudo na escola pública brasileira

Abstract

The research approaches the process of constitution sense forming motives in the teaching and study of mathematics, forms of human appropriation and objectification, for now, dissociated froom its signfication. In order to face this issue we sought the correspondence between both the elements of guidance and implementation of their internal structures, aiming at an education as an activity to fully develop the subject under not socialist educational contexts. This way we have proposed to answer a key issue: What didactic actions mobilize the development of motives that make sense in teaching and learning that are potential for the teacher and students humanization in school education? The historical and cultural perspective guides the analysis that is supported by the concepts found in the works of Leontiev, Davidov, Vygotsky, Galperin and Klingberg, at the confluence of psychology, pedagogy and didactics fields. The objectives were: a) to investigate the processes of the teacher development in education (educational work) and students in the study (training); b) to promote the organization of a type of education that contributes to the integral development of the student, in particular, their thinking and theoretical concepts, by means of the formation of mental actions. The study was developed according to the historical and dialectical materialism approach, characterized as a teaching-training intervention research, involving a math teacher and 21 students in 8th and 9th grades of elementary school during three semesters in a public city school of Ituiutaba - MG. The collection and data production occurred through inter-related phases: diagnosis and intervention. In the first one, through semi-structured interview, forms and observation of the lessons we analyzed the reasons according to the categories of Leontiev, namely motive-stimuli and sense-makers. Then, by the didactic and formative studies, the guiding activities of teaching, the reflective notes, learning actions, records of students, audio recordings and the field notes were analyzed according to the analysis units: sharing/interactions; appropriations /objectivations; sense-making (teacher). We also analyzed the field of procedures and logical thinking operations; conscious attitude, intentional and oriented to the study purpose (students). The results indicate the organization of the teacher training process in line with the psychological structure of the teaching and study (educational work and training) consisting in content and form to the teacher development. This process, aimed at clear and conscious purpose by the involved subjects, drives to the development of sense-forming motives. This enhances other mental functions, such as: feelings, emotions, logical reasoning, will, cognitive reasons, theoretical thinking. Some educational activities were apprehended, among which are the following, a) to organize the teaching providing students the conditions, the tools and methods of logical and specific mental actions, in view of the appropriation of theoretical concepts; b) to analyze the concept, discover its essence, its internal logic to establish objectives and plan actions that enable both the orientation and the process of regulation, clearly and actively by the subject himself in training. We hope that these results open new spaces able to overcome training gaps, not only in the field of mathematics.