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Abstract(s)
Nossa tese consiste em alargar o conceito de aprendizagem por afetos e por erros, em matemática e em língua portuguesa; contribuindo, assim, para o campo teórico interdisciplinar entre a educação matemática e a educação linguística, e promovendo,
ainda, uma experimentação profícua do conhecimento, especialmente através da filosofia
deleuziana. A aprendizagem é um processo complexo e múltiplo; muitos dos que passam pelo processo de escolarização não conseguem se manifestar de forma crítica, autônoma e
livre nas experimentações cotidianas dos aspectos sociais, políticos e econômicos de suas vidas; percebemos que, em muitas ocasiões, esses problemas advêm da ausência de afetos positivos no ambiente educacional, e, a partir disso, desenvolvemos as seguintes questões
de investigação: Como o erro afeta os sujeitos em processo de aprendizagem no ambiente escolar e em suas futuras escolhas profissionais? Como a relação afetiva com a matemática e com a língua portuguesa pode reterritorializar a aprendizagem, transformando-a em uma potência positiva? No processo de aprendizagem, existe diferença entre os gêneros masculino e feminino nas relações afetivas com a matemática e com a língua portuguesa? Para subsidiar nossas respostas, promovemos um agenciamento entre autores como
Deleuze, Guattari, Spinoza, Freire, Cury e Sen; dentre outros que constituíram nossos agenciamentos teóricos rizomáticos sobre a aprendizagem. Para endossar esta pesquisa, fizemos estudos de casos múltiplos, utilizando, como instrumentos para a triangulação dos
dados, entrevistas semiestruturadas, questionário e análise documental. Foram entrevistados oito estudantes que cursam o ensino médio. Dentre eles, quatro estudantes
com sucesso escolar nas disciplinas de matemática e língua portuguesa, e quatro com baixo rendimento acadêmico nessas disciplinas, todos de escolas públicas. Um total de 94
estudantes do ensino fundamental II e do ensino médio, de onze escolas, responderam ao questionário online, no ano letivo de 2021. E, por fim, fizemos uma análise dos
documentos a partir do estudo e da reflexão sobre os dados do resultado de uma avaliação
externa, PISA, de 2018; para verificar alguns aspectos que a teoria contempla e para possibilitar respostas aos nossos questionamentos investigativos. A maior parte dos
estudantes que participaram deste estudo consideram que os erros trazem afetos
negativos, afirmando, contudo, que continuam tentando resolver os problemas, não
desistindo do processo; maioritariamente concordam, ainda, que o modo como se saem na escola influencia nas suas escolhas profissionais. Encontramos, ainda, uma grande
importância dada ao professor no processo educacional. Concluímos, a partir dessa investigação, que é necessária uma metamorfose afetiva no processo de ensino e de aprendizagem, entendendo e valorizando o poder dos afetos, dos encontros e dos devires. Precisamos, dessa forma, de uma visão íntegra sobre os sujeitos, sobre o processo de ensino, sobre as experimentações da aprendizagem e sobre as variáveis que incidem nesse processo.
Our thesis consists in extending the concept of learning through affect and error, in mathematics and Portuguese language; Contributing, therefore, to the interdisciplinary theoretical field between mathematics education and language education, and also promoting a fruitful experimentation of knowledge, especially through Deleuzian philosophy. Learning is a complex and multiple process; many of those who go through the schooling process are unable to express themselves critically, autonomously, and freely in the everyday experiences of the social, political and economic aspects of their lives; we realize that, in many instances, these problems stem from the absence of positive affect in the educational environment, and, from this, we develop the following research questions: How does the error affect the subjects in the learning process in the school environment and in their future professional choices? In the learning process, is there a difference between the male and female genders in the affective relations with mathematics and the Portuguese language? To subsidize our answers, we promoted an agency between authors such as Deleuze, Guattari, Spinoza, Freire, Cury, and Sen; among others that constituted our rhizomatic theoretical agency about learning. To endorse this research, we conducted multiple case studies, using, as instruments for data triangulation, semi-structured interviews, questionnaire, and document analysis. Eight high school students were interviewed. Among them, four students with school success in mathematics and Portuguese, and four with low academic performance in these subjects, all from public schools. A total of 94 elementary I and high school students from eleven schools completed the online questionnaire in the 2021 school year. And finally, we made an analysis of the documents from the study and reflection on the data about the result of an external assessment, PISA, of 2018; to verify some aspects that the theory contemplates and to enable answers to our investigative questions. Most of the students who participated in this study consider that mistakes bring negative affections, stating, however, that they are still trying to solve the problems, not giving up on the process; a majority also agree that how they do in school influences their career choices. We also find a great importance given to the teacher in the educational process. We conclude, from this investigation, that an affective metamorphosis is necessary in the teaching and learning process, understanding and valuing the power of affect, of encounters, and of becoming. Thus, we need a comprehensive view of the subjects, of the teaching process, of the learning experiences, and of the variables that influence this process.
Our thesis consists in extending the concept of learning through affect and error, in mathematics and Portuguese language; Contributing, therefore, to the interdisciplinary theoretical field between mathematics education and language education, and also promoting a fruitful experimentation of knowledge, especially through Deleuzian philosophy. Learning is a complex and multiple process; many of those who go through the schooling process are unable to express themselves critically, autonomously, and freely in the everyday experiences of the social, political and economic aspects of their lives; we realize that, in many instances, these problems stem from the absence of positive affect in the educational environment, and, from this, we develop the following research questions: How does the error affect the subjects in the learning process in the school environment and in their future professional choices? In the learning process, is there a difference between the male and female genders in the affective relations with mathematics and the Portuguese language? To subsidize our answers, we promoted an agency between authors such as Deleuze, Guattari, Spinoza, Freire, Cury, and Sen; among others that constituted our rhizomatic theoretical agency about learning. To endorse this research, we conducted multiple case studies, using, as instruments for data triangulation, semi-structured interviews, questionnaire, and document analysis. Eight high school students were interviewed. Among them, four students with school success in mathematics and Portuguese, and four with low academic performance in these subjects, all from public schools. A total of 94 elementary I and high school students from eleven schools completed the online questionnaire in the 2021 school year. And finally, we made an analysis of the documents from the study and reflection on the data about the result of an external assessment, PISA, of 2018; to verify some aspects that the theory contemplates and to enable answers to our investigative questions. Most of the students who participated in this study consider that mistakes bring negative affections, stating, however, that they are still trying to solve the problems, not giving up on the process; a majority also agree that how they do in school influences their career choices. We also find a great importance given to the teacher in the educational process. We conclude, from this investigation, that an affective metamorphosis is necessary in the teaching and learning process, understanding and valuing the power of affect, of encounters, and of becoming. Thus, we need a comprehensive view of the subjects, of the teaching process, of the learning experiences, and of the variables that influence this process.
Description
Keywords
Aprendizagem Afetos Erros Ensino Território