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A língua portuguesa numa perspectiva transversal: o discurso pedagógico na aula de matemática
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O interesse pela formação de professores, sendo esta encarada como um processo contínuo, não deve alhear-se das experiências pessoais e profissionais desenvolvidas ao longo da vida,entendendo-se o ambiente de trabalho, em sala de aula, como um importante contexto formador, quer na construção de uma consciência colectiva, quer no desenvolvimento de uma prática reflexiva, conducente a uma escola que se pretende de excelência. A importância desta investigação, que recaiu na observação da interacção verbal professor-aluno/aluno-professor, na aula de Matemática, prendeu-se com o facto de, por um lado, ser sentida a necessidade de se realizarem investigações, em contexto de sala de aula, conducentes a uma reflexão sobre a prática e, por outro, o facto de ser reconhecido o papel de relevo que a Língua Portuguesa desempenha na aquisição de múltiplos saberes. A sua vertente transversal tem desencadeado preocupações linguísticas e mudanças nas concepções e práticas dos professores, em geral, e dos professores de Matemática, em particular, visto diferentes estudos apontarem como causa para o insucesso, nesta disciplina, as dificuldades no domínio da língua materna. Por último, o discurso oral surge, em sala de aula, como estratégia de eleição para o discurso que se estabelece entre os diferentes intervenientes, constituindo a pergunta um elemento de relevo nas práticas discursivas do professor, não só pela regularidade com que é utilizada mas também pelas suas potencialidades. Tendo em conta que a presente investigação está direccionada para a análise de fenómenos educativos, pretendeu-se pôr em prática um modelo de investigação-acção, assente numa metodologia, tendencialmente qualitativa, recorrendo, por vezes, a dados quantitativos. Utilizaram-se os mecanismos que se mostraram mais adequados (observação de aulas, questionários, sessões de formação), permitindo obter resultados que foram alvo de estudo estatístico, análise de conteúdo e cruzamento de dados. O estudo envolveu três professores de Matemática e três turmas, uma do ensino básico e duas do ensino secundário, pertencentes a uma mesma escola, situada na área metropolitana de Lisboa. Foi com base nos pressupostos apresentados que surgiram as seguintes questões investigativas, sobre as quais se debruçou o presente estudo: Será que os professores de Matemática consideram que a sua competência linguística em Língua Portuguesa influencia a aprendizagem na sua disciplina? Os professores de Matemática terão consciência do tipo/qualidade do seu discurso oral, nomeadamente, no que diz respeito ao questionamento em contexto de sala de aula? Que desempenhos em língua revelam os professores de Matemática, nomeadamente, no que se refere às perguntas orais na sala de aula? A reflexão sobre a importância da Língua Portuguesa e o tipo/qualidade do questionamento em sala de aula poderão trazer melhorias ao ensino-aprendizagem da Matemática? Recaindo a investigação na procura de respostas para as referidas questões investigativas, foi possível concluir que, de uma forma geral, os professores de Matemática que participaram nesta investigação mostraram preocupações com o bom uso da língua materna, quer através do recurso à expressão escrita, quer ao nível da oralidade, tendo A Língua Portuguesa numa Perspectiva Transversal - O Discurso Pedagógico na Aula de Matemática consciência da importância da mesma na aprendizagem da Matemática. No entanto,reconheceram alguma dificuldade em relacionar os conceitos matemáticos com os conceitos do quotidiano, apontando como lacuna questões referentes à formação de professores. As aulas tiveram como base a interacção verbal, na qual a pergunta desempenhou um papel fundamental. Inicialmente, os professores não apresentaram uma consciência sobre a importância do questionamento, situação que se foi alterando ao longo do estudo. O mesmo permitiu constatar que o nível cognitivo das perguntas, a que mais recorreram os professores, se situa nas questões que apelam ao pensamento convergente e a perguntas de rotina, verificando-se, em traços gerais, a ausência de questões de estímulo ao raciocínio e à reflexão, que poderiam originar situações de discussão. Os professores consideraram que a ausência de perguntas divergentes prende-se, por um lado, com o facto de os professores não organizarem as suas estratégias de ensino nesse sentido, e, por outro, porque as mesmas exigem um maior controlo na gestão da sala de aula, visto as respostas poderem ser bastante diversificadas e a sua análise mais complexa. Quanto ao questionamento apresentado pelos alunos, o mesmo foi reduzido e de nível cognitivo baixo, indo ao encontro de diferentes estudos realizados nesta área. Em traços gerais, o estudo desenvolvido permitiu uma reflexão mais fundamentada sobre o modo de questionar e as consequências deste para a aprendizagem dos alunos. Observou-se uma tomada de consciência do tipo de questionamento de cada um dos professores, assim como de cada aluno. Constatou-se que a comunicação realizada, através do discurso oral, funciona como um suporte que favorece, em termos globais, a aprendizagem na aula de Matemática e que o sucesso nesta disciplina se relaciona, directa ou indirectamente, com o domínio da língua materna.
Interest in teacher training, when seen as a continuous process, should not exclude neither personal experiences and professional skills throughout life, nor understanding the working environment in the classroom as an important formative context, whether in building a collective consciousness or the development of a reflective practice. The importance of this research, which fell on the observation of verbal teacherstudent interaction and student-teacher interaction in math class, was the fact that one hand, it was that there was a need to carry out investigations in the context of the classroom, conducive to reflection on practice, and on the other hand, to recognize the important role that the Portuguese language plays in the acquisition of multiple knowledge. Its transverse component has triggered language concerns and changes in concepts and practices of teachers in general and mathematic teachers in particular, as different studies suggest a cause for the failure in these course difficulties in the field of language. Finally, oral discourse emerges in the classroom as a strategy of choice for interaction between different players, making the issue of spoken Portuguese a very important element in the discursive practices of the teacher, due to the frequency with which it is used and its capabilities. Given that this research is directed towards the analysis of educational phenomena, it has sought to implement a model of action research based on qualitative methodology, sometimes using quantitative data. The mechanisms that were used were appropriate (classroom observation, questionnaires, training sessions), allowing results to be obtained that were subject to statistical analysis, content analysis and cross-checking. The study involved three teachers and three math classes, belonging to the same school, located in the metropolitan area of Lisbon. The study was based on the following questions for investigation: Do the Math teachers believe that their proficiency in Portuguese influences learning in their discipline? Are Mathematic teachers a move of the type/quality of their spoken language, particularly with regard to issues in the context of the classroom? Are there performances that reveal the language of mathematic teachers, particularly in relation to oral questions in the classroom? The Portuguese language and type/quality of questions in the classroom bring about improvements to teaching and learning of mathematics? After using the research into finding answers to those questions for investigation, it was concluded that in general, the mathematic teachers who participated in this investigation showed concerns about the proper use of language, both through the use of writing, and in the level of oral Portuguese in learning Mathematics. However, they acknowledged some difficulty on relating mathematical concepts to the concepts of everyday life, pointing out issues such as lack of teacher training. The classes were based on verbal interaction in which the issue has played a key role. Initially the teachers had no systematic knowledge of their questioning, and that situation has changed throughout the study. The same is found in that the cognitive level of questions that most appealed to teachers were to do with convergent thinking and routine questions, and broadly speaking questions to stimulate thinking and reflection that could lead to situations of discussion. Teachers found that the absence of questions sparked concerns on the one hand, that teachers do not organize their teaching strategies accordingly and secondly that they require greater control in managing the classroom because the answers can be quite diverse and their analysis more complex. With regards to questions presented by the students, they were limited and of low cognitive level, meeting different studies in this area. Broadly speaking, the study allowed a more informed opinion on the issue and the consequences of this for student learning. There was an awareness of the questioning of every teacher and every student. It was found that communication is made through the spoken word and acts as a medium that favors, in global terms, learning in math class and that success in this discipline is related directly or indirectly with the field of language.
Interest in teacher training, when seen as a continuous process, should not exclude neither personal experiences and professional skills throughout life, nor understanding the working environment in the classroom as an important formative context, whether in building a collective consciousness or the development of a reflective practice. The importance of this research, which fell on the observation of verbal teacherstudent interaction and student-teacher interaction in math class, was the fact that one hand, it was that there was a need to carry out investigations in the context of the classroom, conducive to reflection on practice, and on the other hand, to recognize the important role that the Portuguese language plays in the acquisition of multiple knowledge. Its transverse component has triggered language concerns and changes in concepts and practices of teachers in general and mathematic teachers in particular, as different studies suggest a cause for the failure in these course difficulties in the field of language. Finally, oral discourse emerges in the classroom as a strategy of choice for interaction between different players, making the issue of spoken Portuguese a very important element in the discursive practices of the teacher, due to the frequency with which it is used and its capabilities. Given that this research is directed towards the analysis of educational phenomena, it has sought to implement a model of action research based on qualitative methodology, sometimes using quantitative data. The mechanisms that were used were appropriate (classroom observation, questionnaires, training sessions), allowing results to be obtained that were subject to statistical analysis, content analysis and cross-checking. The study involved three teachers and three math classes, belonging to the same school, located in the metropolitan area of Lisbon. The study was based on the following questions for investigation: Do the Math teachers believe that their proficiency in Portuguese influences learning in their discipline? Are Mathematic teachers a move of the type/quality of their spoken language, particularly with regard to issues in the context of the classroom? Are there performances that reveal the language of mathematic teachers, particularly in relation to oral questions in the classroom? The Portuguese language and type/quality of questions in the classroom bring about improvements to teaching and learning of mathematics? After using the research into finding answers to those questions for investigation, it was concluded that in general, the mathematic teachers who participated in this investigation showed concerns about the proper use of language, both through the use of writing, and in the level of oral Portuguese in learning Mathematics. However, they acknowledged some difficulty on relating mathematical concepts to the concepts of everyday life, pointing out issues such as lack of teacher training. The classes were based on verbal interaction in which the issue has played a key role. Initially the teachers had no systematic knowledge of their questioning, and that situation has changed throughout the study. The same is found in that the cognitive level of questions that most appealed to teachers were to do with convergent thinking and routine questions, and broadly speaking questions to stimulate thinking and reflection that could lead to situations of discussion. Teachers found that the absence of questions sparked concerns on the one hand, that teachers do not organize their teaching strategies accordingly and secondly that they require greater control in managing the classroom because the answers can be quite diverse and their analysis more complex. With regards to questions presented by the students, they were limited and of low cognitive level, meeting different studies in this area. Broadly speaking, the study allowed a more informed opinion on the issue and the consequences of this for student learning. There was an awareness of the questioning of every teacher and every student. It was found that communication is made through the spoken word and acts as a medium that favors, in global terms, learning in math class and that success in this discipline is related directly or indirectly with the field of language.
Descrição
Palavras-chave
Supervisão pedagógica
Contexto Educativo
Citação
Editora
Universidade da Beira Interior