Contribuições da Pedagogia Histórico-Crítica no ensino de Matemática nos anos iniciais do Ensino Fundamental I

Abstract

The present research was developed in the Graduate Program in Education for Science and Mathematics – Professional Master's Degree – of the Federal Institute of Education, Science and Technology of Goiás, Jataí Campus. This is a research of the pedagogical intervention type, whose objective was to understand the contributions of Historical-Critical Pedagogy in the teaching of Mathematics to literacy children, from a teaching sequence based on this pedagogy. The framework of analysis was built based on authors from a critical Marxist perspective, such as Dermeval Saviani, Newton Duarte, Ana Carolina Galvão, Tiago Lavoura, Lígia Martins and others. For data collection, questionnaires, recording of class videos, direct observation of the classroom and field notes were used, which subsidized the elaboration and development of the Educational Product, which consisted of a Teaching Sequence elaborated according to the didactic method of Historical-Critical Pedagogy and developed with a class of literacy students, in five lessons of approximately ninety minutes. To achieve the general objective of the research, specific objectives were established that resulted in the construction of the analysis framework, involving the theoretical- methodological assumptions of PHC: the teaching of Mathematics in the early years based on PHC; in the planning and implementation of the EP; in the evaluation of the Teaching Sequence in view of the response to the problem investigated. With the application of the NP and the analysis of the results, the following contributions of the PHC were apprehended: a) the possibility for the child to apprehend the object under study in its multiple dimensions: conceptual, ethical, political, social, historical, economic. b) socialization of the knowledge elaborated to the children of the working class, c) effective passage from common sense to elaborated knowledge, relating it to human needs throughout history; d) the implementation of critical training; e) recovery of the teacher's role as a leader of the pedagogical work.