Mediação Escolar no Ensino da Matemática: Unidade entre Teoria e Prática na Perspectiva Histórico-Cultural

Abstract

This research presents as object of study the way the pedagogical praxis and the teaching mediation are revealed in the mathematics teacher's daily life, based on the role of the appropriation of the scientific knowledge in the perspective of the Historical-Cultural Psychology. We understand that the historical-cultural theory is appropriate to develop the basis of a democratic society, because its understanding guides the teaching mediation and the intervention in reality, so as to guarantee the social function of the school, through the appropriation of the scientific knowledge produced historically and collectively for the full humanization of individuals. The main objective was to investigate the teaching mediations, analyzing the articulation between theory and practice in the teaching and learning process. To this end, a field research was conducted on the teaching of mathematics in the 6th Grade of Elementary School Final Years in eight schools of the State Network of Cascavel. As a procedure for data collection, we used individual interviews and observation of classes of nine teachers. From the analysis of the State of Knowledge, categories were established and later used to analyze the collected data, along with those that emerged from the data themselves. The main results showed the teachers' commitment to promote the appropriation of mathematical concepts through the pedagogical activity, but the intentionality and the mediation of the content, in most cases, did not present the necessary conditions for the quality of the teaching and learning process. Besides the lack of articulation between theory and practice in the initial formation of teachers, the limitation of theoretical-methodological resources and the alienation of the teaching work itself interfere in the human formation that aims at the appropriation and assimilation of historical-cultural production from the dialectical relationship between the process of teaching and learning in the school space.