Contribuições da atividade de estudo de Davydov para formação do conceito de logaritmo

Abstract

This dissertation presents a Didactic-Formative Experiment as an alternative method to improve content appropriation. A challenge that arises from the low performance of students in classroom tasks. The influence of outdated methodologies, misguided public policies and family members is observed. This method permeates the socialization of knowledge, collective construction of scientific knowledge and social application. It is based on the historical-cultural theory of Vygotsky and collaborators and has as its essence the logical historical path of the content. The dissertation aims to understand how the concept and properties of Logarithms, as an external activity, transforms into an internal activity, that is, how the conceptual appropriation and psychic transformations of students occur. And they relate in Karl Marx the categories of work, alienation and social analysis, with school practice influenced by social vectors. They seek in Historical-Cultural Materialism, in Vygotsky and Leontiev the foundations of the theory of Study Activity in Davydov and periodization in Elkonin. This methodology is experimental and presents how to stimulate the understanding of the logical-historical movement of the contents in studies. The tasks present analyses of the results that contribute to understanding how the transformation of higher mental and cultural functions occurs. They present the motivations that John Napier, Joost Burgi and Henry Briggs had for the discovery of Logarithms. For the appropriation of the history of the content, Reis, Eves and Ribnov were used, and analysis of the Davydov and Libâneo experiment, which highlights needs and reasons in the conceptual appropriation.