Banca de DEFESA: LUCIANA GOMES DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LUCIANA GOMES DA SILVA
DATE: 26/08/2024
TIME: 09:00
LOCAL: Google Meet
TITLE:

DESIGN ARTIFACTS IN GEOMETRY AS AN INTEGRAL PART OF THOUGHT AND ACTIVITY: A STUDY IN THE LIGHT OF THEORY OF OBJECTIFICATION

KEY WORDS:

Palavras-chave: Geometry. Teaching and Learning in Geometry. Theory objectification. Ruler and Compass in Geometry classes.

PAGES: 104
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Teorias da Instrução
SUMMARY:

This research is predominantly qualitative, characterized by an exploratory approach, and focuses on the teaching of a geometry topic. The participants are students regularly enrolled in the 7th grade of elementary school at a state school in Rio Grande do Norte, located in the northern part of Natal. The theoretical framework underpinning the study is Objectification Theory (OT), a sociocultural theory of learning. The aim is to conduct an investigation into the ways in which OT can support the teaching and learning of geometry based on the use of geometric drawing instruments, understood as cultural artifacts. To achieve this, a pilot activity was initially carried out to validate the conditions necessary for the research to proceed. Subsequently, geometric construction tasks using the compass were planned and designed to make up the activity, which was carried out by small groups of students and teacher through collaboration, discussions and reflections, considering that, in TO, learning is conceived as a collective process. Data was collected by recording video and audio during the execution of the tasks, and the analysis was based on the semiotic and multimodality approach. The booklet is an educational product that offers guidelines and suggestions for the development of a Teaching and Learning Activity (TLA) on the use of the compass in geometry classes, from the perspective of Objectification Theory.This research has allowed us to understand how Objectivation Theory can support the teaching and learning of geometry by carrying out an activity using an artifact, understanding it as an integral part of the activity. The role of the artifact, when manipulated during a classroom activity, is to enable reflection on the geometric knowledge that is present in its potential form. This act of reflecting that involves semiotic resources and means. Reflections on historically and culturally constituted knowledge are fundamental to the process of transformation and the formation of students as ethical, critical and reflective beings. 

COMMITTEE MEMBERS:
Presidente - 1169920 - BERNADETE BARBOSA MOREY
Externa à Instituição - KALINE ANDREZA DE FRANCA CORREIA ANDRADE - IFRN
Externo à Instituição - SEVERINO CARLOS GOMES - IFRN