Formação docente: contribuições acerca do conceito da divisão na perspectiva da aprendizagem significativa

Abstract

For this research, the approach of meaningful learning was chosen, in order to research the processes of anchoring and differentiation, aiming to expand knowledge for teacher training in the process of division. To this end, the general objective was delimited to analyze the contributions to teacher training on the concept of division in the perspective of meaningful learning based on Ausubel's theory, extracted from textbooks of the initial grades of elementary mathematics education. The methodology adopted was the comparative one, which is established through the tree of categories, parameters and indicators in three phases: (1) pre-descriptive; (2) descriptive; and (3) comparative. To carry out the methodological steps, three collections of textbooks were chosen, aimed at Mathematics Teaching in the early years of elementary school, with the proposal to verify the conceptions of the division in each selected collection. The analysis was structured through three axes: (1) textbook: physical structure and methodological approach; (2) teacher manual and contributions to teacher training for the division; and (3) division as a continuous process from the 1st to the 5th year of EF, seeking to understand the possible ways to do teaching from the construction of knowledge, comparing and analyzing the concepts of textbooks and teacher manuals, comparing the information to the light of Ausubel's theory of the significant approach, in line with the objects of knowledge listed in the BNCC. For the development of the analyses, juxtaposition was used, based on the tree of categories, parameters and indicators. In this way, the possible contributions of the textbook were consolidated, in relation to meaningful learning and teacher training for the development of the division process from the 1st to the 5th year of EF, through the methodological proposals, pedagogical guidelines and training suggestions contained in the analyzed material. In conjunction with the dissertation, the educational product was elaborated, called pedagogical workshops: teaching the division. This material was made available to 48 students in the process of initial training, who, based on the perceptions obtained through reading, confirmed the potential of the product for teacher training. It was concluded that the product complied with the proposal to provoke those involved for teacher training, in relation to the teaching of division, in order to understand that division is a continuous and gradual process and to appropriate it.