A organização do ensino de trigonometria a partir da essência do objeto de ensino

Abstract

The object of investigation in this research is a teaching organization that was proposed in a Didactic Unit (UD) in Trigonometry. This research has a qualitative approach and has the following question as an investigation guide: what does understanding the essence of the object of the teaching activity have for the organization of Trigonometry teaching? To answer this question, we seek to analyze the potential of a Didactic Unit developed for the teaching of Trigonometry and methodologically based on the logical-historical dialectical unit. To follow the evolution of the research, the following specific objectives were defined: to reveal the personal meanings of the professor/researcher; analyze the movement of thought (empirical to concrete, from general to particular) objectified in the Didactic Unit; develop the theoretical extract of the UD by synthesizing how mediation elements produced by human culture can have the process of meaning and contribute to the advancement of theoretical thinking in Trigonometry; to analyze how the historical needs engendered in the development of enthusiastic Trigonometry for the composition of Activity Triggering Situations (SDA), whose intention was to mobilize the conceptual links of the field of concepts of Trigonometry, encourage learning activity and create the original development zone. As theoretical support for the investigation there is the Historical-Cultural Theory of Lev Semenovich Vygotsky, the Activity Theory of Alexei N. Leontiev and the Developmental Teaching Theory of Vasili Vasilievich Davidov. The data were obtained through the investigation of the logical-historical movement in the field of concepts of Trigonometry, the educational product, in addition to the study notes and reflections arising from the pedagogical practice. In turn, the categories of historical-dialectical materialism were defined as methodological proposals for analysis and interpretation of research data. From the analysis, it was possible to understand that the search for the essence of the object, in the teaching activity, favors the development of the teacher's thinking, organizes and enriches his/her teaching practice and allows understanding the points of deficiencies of the teaching object itself, which benefits the SDA planning. In addition, it becomes an important tool to encourage learning activity and enable the development of students' theoretical thinking.