A produção de significações sobre o Sistema Monetário Brasileiro nas aulas de matemática de uma turma do 4o ano do ensino fundamental

Abstract

This is a qualitative master's research project that aimed to investigate the production of meanings about the Brazilian Monetary System by a class of 20 fourth-grade elementary school students when they were involved in problem-solving practices and contexts. The researcher (a licensed Pedagogy professional) partnered with a fourth-grade classroom teacher, as the researcher was not yet working in a classroom. Data was collected from October 2 to October 6, 2023, during which 10 classes, each lasting 50 minutes, were conducted (two classes per day). Data was collected through audio and video recordings, students' written work, and the researcher's field diary. Based on this, the intention was to answer the following research question: What meanings about the Brazilian Monetary System are produced by fourth-grade elementary school students when they are involved in a practice mediated by problematizations? And to achieve the following general objective: to investigate evidence of students' production of meanings about the Brazilian monetary system when engaged in a problematizing practice. To achieve this general objective, the following specific objectives were proposed: to understand the movement and processes of producing meanings about the Brazilian Monetary System; to identify the arguments and strategies used by students in Problem Solving; to reflect on the process of becoming a teacher-researcher; and to propose an educational product about the Brazilian Monetary System through the methodological approach of Problem Solving. For data analysis, microgenetic analysis and the historical-cultural perspective were used, drawing on the works of Lev S. Vygotsky and other researchers who follow his line of thought. Two units of analysis were defined: the production of meanings about the Brazilian Monetary System, and the processes of becoming a teacher and becoming a researcher. Through the analysis, it was possible to perceive evidence of the students' meaning-making when they were involved in a problematized practice about the Brazilian Monetary System, based on the strategies and arguments produced during moments of interaction and the students' written work, as well as the production of meanings about teaching by the teacher-researcher.