Modelagem matemática: uma proposta pedagógica para o ensino médio técnico
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Data
2020-12
Autores
Orientador
Quartieri, Marli Teresinha
Banca
Rehfeldt, Márcia Jussara Hepp
Vasconcelos, Osvaldo Campelo De Mello
Viseu, Floriano Augusto Veiga
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Resumo
Este trabalho socializa resultados decorrentes de uma prática pedagógica efetivada com um grupo de vinte alunos do 2o ano do ensino médio técnico em Agronegócio no Instituto Federal do Amapá (IFAP) (Campus Porto Grande-AP) à luz da Modelagem Matemática. Assim, o objetivo geral foi averiguar implicações pedagógicas do uso da Modelagem Matemática com o referido grupo de alunos. Essa prática ocorreu em seis momentos (nove encontros), em que os alunos foram estimulados a associar a temática “abacaxi” (fruto de importância econômica e social na área de estudo) e a Modelagem Matemática. Os encontros ocorreram durante o segundo semestre letivo de 2020, exclusivamente em ambiente virtual, utilizando como recurso a plataforma Google Meet e tendo como auxílio o aplicativo de mensagens WhatsApp, em decorrência da pandemia da Covid- 19 e o consequente estabelecimento do ensino remoto na instituição. A pesquisa teve caráter qualitativo, sendo que os instrumentos de coleta de dados foram entrevistas, diários de campo do professor e dos alunos, gravações de aulas em vídeo e áudio por meio da Plataforma Google Meet. As informações obtidas por meio desses instrumentos foram confrontadas com as ideias dos autores que deram suporte teórico ao trabalho e ainda com as experiências vivenciadas ao longo da pesquisa, possibilitando a construção de um documento fundamentado em práticas e teorias entrelaçadas de forma indissociável. Ao final da pesquisa, foi possível perceber a mudança de postura dos estudantes, que se tornaram mais críticos, criativos, participativos e motivados. Diante desse contexto, pode-se inferir que as implicações de uma prática pedagógica à luz da Modelagem Matemática instigaram os alunos entrevistados neste trabalho para a pesquisa, para o trabalho cooperativo na discussão e construção do conhecimento, para o contato com novos conteúdos matemáticos e a ressignificação dos já abordados em níveis de ensino anteriores e outras disciplinas específicas de seu curso Técnico em Agronegócio. Portanto, este trabalho proporcionou, “entender, na prática”, que o papel do docente e pesquisador não se restringe a levar o conhecimento matemático para a sala de aula, mas, sim, auxiliar os alunos na construção do conhecimento, orientando-os e tornando o ensino mais proveitoso e a aprendizagem mais instigante e motivadora.
This work socializes results from a pedagogical practice carried out with a group of twenty students of the 2nd year of technical high school in Agribusiness at the Federal Institute of Amapá (IFAP) (Campus Porto Grande-AP) in the light of Mathematical Modeling. Thus, the general objective was to investigate the pedagogical implications of the use of Mathematical Modeling with the referred group of students. This practice took place in six moments (nine meetings), in which students were encouraged to associate the theme “pineapple” (fruit of economic and social importance in the study area) and Mathematical Modeling. The meetings took place during the second academic semester of 2020, exclusively in a virtual environment, using the Google Meet platform as a resource and using the WhatsApp messaging application as a support, due to the Covid-19 pandemic and the consequent establishment of remote teaching at the institution. The research was qualitative, and the data collection instruments were interviews, teacher and student field diaries, video recordings of audio and video through the Google Meet platform. The information obtained through these instruments was compared with the ideas of the authors who gave theoretical support to the work and also with the experiences lived throughout the research, enabling the construction of a document based on practices and theories intertwined inseparably. At the end of the research, it was possible to notice the change in students attitude, who became more critical, creative, participative and motivated. Given this context, it can be inferred that the implications of a pedagogical practice in the light of Mathematical Modeling instigated the students interviewed in this work for research, for cooperative work in the discussion and construction of knowledge, for contact with new mathematical subjects and the reframing of those already covered in previous levels of education and other specific subjects of your Agribusiness Technical course. Therefore, this work provided, “to understand, in practice”, that the teacher and researcher’s role is not restricted to taking mathematical knowledge to the classroom, but, rather, helping students in the construction of knowledge, guiding them and making teaching more profitable and learning more thought-provoking and motivating.
This work socializes results from a pedagogical practice carried out with a group of twenty students of the 2nd year of technical high school in Agribusiness at the Federal Institute of Amapá (IFAP) (Campus Porto Grande-AP) in the light of Mathematical Modeling. Thus, the general objective was to investigate the pedagogical implications of the use of Mathematical Modeling with the referred group of students. This practice took place in six moments (nine meetings), in which students were encouraged to associate the theme “pineapple” (fruit of economic and social importance in the study area) and Mathematical Modeling. The meetings took place during the second academic semester of 2020, exclusively in a virtual environment, using the Google Meet platform as a resource and using the WhatsApp messaging application as a support, due to the Covid-19 pandemic and the consequent establishment of remote teaching at the institution. The research was qualitative, and the data collection instruments were interviews, teacher and student field diaries, video recordings of audio and video through the Google Meet platform. The information obtained through these instruments was compared with the ideas of the authors who gave theoretical support to the work and also with the experiences lived throughout the research, enabling the construction of a document based on practices and theories intertwined inseparably. At the end of the research, it was possible to notice the change in students attitude, who became more critical, creative, participative and motivated. Given this context, it can be inferred that the implications of a pedagogical practice in the light of Mathematical Modeling instigated the students interviewed in this work for research, for cooperative work in the discussion and construction of knowledge, for contact with new mathematical subjects and the reframing of those already covered in previous levels of education and other specific subjects of your Agribusiness Technical course. Therefore, this work provided, “to understand, in practice”, that the teacher and researcher’s role is not restricted to taking mathematical knowledge to the classroom, but, rather, helping students in the construction of knowledge, guiding them and making teaching more profitable and learning more thought-provoking and motivating.
Descrição
Palavras-chave
Modelagem matemática; Ensino remoto; Ciências agrárias; Abacaxi; Ensino Médio; Mathematical modeling; Remote teaching; Agrarian sciences; Pineapple; High school
Citação
CUNHA, Paulo Robson Pereira Da. Modelagem matemática: uma proposta pedagógica para o ensino médio técnico. 2020. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 18 dez. 2020. Disponível em: http://hdl.handle.net/10737/2945.