O conceito de ação em Piaget e o processo de ensino-aprendizagem em Matemática.

Abstract

This assignment presents reflections about Mathematics’ teaching and learning process to the light of the piagetiana genetics epistemology. It has as a main objective to discuss the way by which the student’s action is incorporated in this process. It is presented initially the characterization of the action as motor strength of the development of the cognitive structure and it deals with the contribution of the piagetiana genetics epistemology to the constructivist conception of the teaching and learning, under the action prospective. It is distinguished the teacher role out as a favorable environment organizer to the student’s action through games and activities which request the mental and constructive action of the student and encourage the search for the moral and intellectual autonomy. It is defended the action as educational principle focusing the discussion in the piagetianos theoretical aspects taking into consideration the expression students’ actions in Mathematics, chess and computer science classes, in a 2nd grade of Elementary School from a Aparecida de Goiânia private school (Goiás). It is about a qualitative research of descriptive character that try to understand (a) the way by which the student’s action is incorporated to the teaching and learning process of Mathematics; (b) check what way the student’s action is present in the process; (c) how the teacher’s educational practice incorporate this action; and (d) to what point the action is recognized as a important aspect in the learning. Besides the theoretical study about the piagetiana genetics epistemology, the research was done by the observation of the classes and interviews with the involved professionals in the teaching and learning process in this school. One expects to make clear the importance of the understanding of the piagetiana genetics epistemology to de characterization of the action unchained strength of the learning and the theoretical reflection can be a moment of ‘práxis’ in the education context in search of the understanding of the current meaning of the Piaget thought.