O potencial dos grupos interativos para o ensino de proporcionalidade: um estudo de caso com alunos do 8º ano do Ensino Fundamental

Abstract

This research has as its theme the teaching of proportionality with Interactive Groups from the perspective of Rodrigues and aims to understand the potential of Interactive Groups for the process of teaching and learning of proportionality in a group of 8th grade Elementary School. The research answered the question: “How does the teaching/learning process of the concept of proportionality involving Interactive Groups occur?”. The theoretical basis was based mainly on the presuppositions that are based on the principles of Dialogic Learning, formulated by Ramón Flecha. The qualitative research in the case study modality occurred in a municipal public school located in Cajamar, state of São Paulo, and the information was produced and collected in the second half of 2016. The data triangulation technique involved audiovisual records, written records of the students, notes of participant observation of the teacher-researcher and semi-structured interviews. In order to describe and analyze the students learning process, we rely on the ideas of Onuchic and the National Curriculum Parameters on problem solving and on studies that discuss teaching and learning of proportionality such as Ávila, Lima and Carraher. The results showed that the Interaction with Interactive Groups is configured as an organization that allows working in the perspective of problem solving. The use of the definition of quantities directly or inversely proportional to the nature of the relationship between magnitudes was emphasized as learning; understanding the concept of proportional magnitudes, solving problems. The importance of this research lies in the fact that the process of teaching/learning of proportionality involving Interactive Groups values the construction of knowledge by the active student, unlike traditional activities, an alternative to better learning for students.