Uma proposta de sequência didática para a conceitualização do tempo

Abstract

In this work, we analyze a Teaching Sequence about Times and Calendars, which included experimental activities, text studies, dialogued explanations, videos exhibition and analysis of videos. Conceptualization is essential in cognitive development, the research sought to mobilize activities to identify elements that characterized the concept of time as part of the classical conceptual field, and as an organizing scheme of the subject's actions.. The Teaching Sequence was developed according to Theory of Didactic Situations phases, which also appear as analysis’ units, and Conceptual Fields Theory, formatting applied situations. An a priori and a posteriori analysis was performed. The sequence was carried out in a public school with 7th grade students, there were five meetings with the following situations: music lyrics analysis; construction of a Gnomon, drawnings representation of the flow of a handmade hourglass; experimental activities on the multi-sport court to define the relationship between time, distance and speed; comic book produced by the researcher himself; and mathematical relationship study to define the day of week of a given event (Gregorian and Julian calendars), which served to trigger the processes of conceptualization of time. The production of the data obtained was supported by the evidence, seeking the criteria of relevance, sufficiency and veracity for its analysis. At the work end, it became clear that the teacher needed to think about aspects that until then he had considered immutable in his own practice, deepening the reflection on and after the action, in questions that apparently would already be ready, practice sacred, according to school contents. and his own beliefs.