{"id":844,"date":"2019-04-11T15:40:49","date_gmt":"2019-04-11T18:40:49","guid":{"rendered":"https:\/\/www3.unicentro.br\/ppgen\/?p=844"},"modified":"2019-04-11T15:58:23","modified_gmt":"2019-04-11T18:58:23","slug":"luciano-matulle-o-raciocinio-de-proporcionalidade-sob-a-luz-da-resolucao-de-problemas-com-estudantes-do-7o-ano-do-ensino-fundamental","status":"publish","type":"post","link":"https:\/\/www3.unicentro.br\/ppgen\/2019\/04\/11\/luciano-matulle-o-raciocinio-de-proporcionalidade-sob-a-luz-da-resolucao-de-problemas-com-estudantes-do-7o-ano-do-ensino-fundamental\/","title":{"rendered":"Luciano Matulle – O racioc\u00ednio de proporcionalidade sob a luz da resolu\u00e7\u00e3o de problemas com estudantes do 7\u00ba ano do ensino fundamental"},"content":{"rendered":"

\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<\/strong><\/p>\n\n\n\n\n\n
Data<\/strong><\/span><\/td>\n27\/02\/2019 \u00e0s 13h30<\/span><\/td>\n<\/tr>\n
Local\u00a0<\/strong><\/span><\/td>\nSala de defesas do PPGEN, Bloco do PDE, Campus Cedeteg<\/span><\/td>\n<\/tr>\n
Banca<\/span>\u00a0 \u00a0<\/strong> \u00a0<\/span><\/td>\nProf. Dr. M\u00e1rcio Andr\u00e9 Martins(Unicentro) – Orientador
\nProf\u00aa. Dr\u00aa. C\u00e9lia Finck Brandt (UEPG)
\nProf. Dr. Dion\u00edsio Burak(Unicentro)<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

RESUMO<\/strong><\/p>\n

Luciano Matulle. O racioc\u00ednio de proporcionalidade sob a luz da Resolu\u00e7\u00e3o de Problemas
\ncom estudantes do 7\u00b0 ano do Ensino Fundamental.
\nEste estudo buscou contribuir com a solu\u00e7\u00e3o de um dos problemas identificados durante a
\nEduca\u00e7\u00e3o B\u00e1sica, na disciplina de Matem\u00e1tica: o Ensino de Proporcionalidade. Neste sentido,
\nconsiderou-se como quest\u00e3o norteadora: com base na Teoria dos Campos Conceituais, que
\npotencialidades s\u00e3o percebidas duma metodologia de ensino baseada na Resolu\u00e7\u00e3o de
\nProblemas para o desenvolvimento do racioc\u00ednio de proporcionalidade? A investiga\u00e7\u00e3o foi
\ncaracterizada como uma Pesquisa-A\u00e7\u00e3o pr\u00e1tica, em que se buscou paralelamente com a
\npesquisa, realizar uma a\u00e7\u00e3o visando \u00e0 solu\u00e7\u00e3o de um problema de aprendizagem. O
\ndesenvolvimento ocorreu por meio de observa\u00e7\u00e3o participante e interven\u00e7\u00e3o pedag\u00f3gica, em
\numa turma de 7\u00b0 ano do Ensino Fundamental II, de um col\u00e9gio p\u00fablico do interior do
\nmunic\u00edpio de Pinh\u00e3o, Paran\u00e1 – PR. Considerou-se como metodologia de ensino a Resolu\u00e7\u00e3o
\nde Problemas, conforme a concep\u00e7\u00e3o de ensinar via resolu\u00e7\u00e3o de problemas. Nesta
\nconcep\u00e7\u00e3o, os problemas s\u00e3o propostos aos estudantes antes que lhe seja apresentado
\nformalmente o conte\u00fado matem\u00e1tico. Em conson\u00e2ncia com a Teoria dos Campos Conceituais
\nde Gerard Vergnaud, foi poss\u00edvel identificar as principais dificuldades apresentadas pelos
\nestudantes na resolu\u00e7\u00e3o dos problemas e apontar os caminhos e procedimentos a serem
\nseguidos pelo professor para que os estudantes aprendam sobre proporcionalidade.<\/p>\n

Destacam-se contribui\u00e7\u00f5es da RP em rela\u00e7\u00e3o \u00e0 mudan\u00e7a de atitudes dos estudantes, no envolvimento em
\nsala de aula, na cria\u00e7\u00e3o e diversifica\u00e7\u00e3o de estrat\u00e9gias de solu\u00e7\u00e3o, nas reflex\u00f5es sobre as
\nresolu\u00e7\u00f5es dos problemas e na elabora\u00e7\u00e3o do racioc\u00ednio de proporcionalidade.<\/p>\n

Palavras-Chave: Ensino de proporcionalidade; Resolu\u00e7\u00e3o de Problemas; Racioc\u00ednio de
\nproporcionalidade; Teoria dos Campos Conceituais.<\/p>\n


\nABSTRACT<\/strong><\/p>\n

T<\/strong>hese studies aimed contribute with the solution of one of the problems identified during the
\nBasic Education, in the subject of Mathematic: The Proportionality Teaching. In this way,
\nwas considered how a guide question: with base on Theory of Conceptual Fields, which
\npotentially are noticed in a teaching methodology based on Problems Resolution, on the
\ndevelopment of proportionality? The investigation was featured as a practice research-action,
\nseeking in parallel with the research; make an action aim the solution of a learning problem.
\nThe development occurred through participating observation and pedagogical intervention, in
\na class of seventh year of an Elementary school, in a public school in the countryside from the
\ncity of Pinh\u00e3o – Pr. It was considered as a teaching methodology of the Problem Resolution,
\naccording to the conception to teach via Problem Resolution. In this conception, the problems
\nare proposed to the students before is has been submitted formally the mathematic content. In
\nagreement with the theory of the Conceptual Fields from Gerard Vergnaud, was possible
\nidentify the main difficulties presented for the students in the resolution of problems and
\npoint the ways and procedures to be followed for the teacher to the students learn about
\nproportionality. The most valuable contribution of PR in relation to in the changing of
\nattitudes of the students, in the engagement in the classroom, in the creation and
\ndiversification of the strategies of solution , in the thinking about solution problems and in the
\nelaboration of the reasoning of proportionality.<\/p>\n


\n<\/strong>Keywords: Proportionality teaching; Problems Resolution; Proportionality Reasoning;
\nTheory of the Conceptual Fields.<\/p>\n","protected":false},"excerpt":{"rendered":"

\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0 Data 27\/02\/2019 \u00e0s 13h30 Local\u00a0 Sala de defesas do PPGEN, Bloco do […]<\/p>\n","protected":false},"author":129,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[20],"tags":[],"class_list":["post-844","post","type-post","status-publish","format-standard","hentry","category-defesas"],"_links":{"self":[{"href":"https:\/\/www3.unicentro.br\/ppgen\/wp-json\/wp\/v2\/posts\/844","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www3.unicentro.br\/ppgen\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www3.unicentro.br\/ppgen\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www3.unicentro.br\/ppgen\/wp-json\/wp\/v2\/users\/129"}],"replies":[{"embeddable":true,"href":"https:\/\/www3.unicentro.br\/ppgen\/wp-json\/wp\/v2\/comments?post=844"}],"version-history":[{"count":0,"href":"https:\/\/www3.unicentro.br\/ppgen\/wp-json\/wp\/v2\/posts\/844\/revisions"}],"wp:attachment":[{"href":"https:\/\/www3.unicentro.br\/ppgen\/wp-json\/wp\/v2\/media?parent=844"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www3.unicentro.br\/ppgen\/wp-json\/wp\/v2\/categories?post=844"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www3.unicentro.br\/ppgen\/wp-json\/wp\/v2\/tags?post=844"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}