Metodologias ativas no Programa de Residência Pedagógica: uma abordagem da aprendizagem baseada em projetos para o ensino de matemática

Abstract

This dissertation work has as research object to understand the active methodology of Project Based Learning in search of the approximation between theory and practice or abstract and concrete in the teaching and learning process. The objective was to analyze the contributions of its use in the Mathematics curricular component through the activities of the Mathematics subproject of the Pedagogical Residency Program of the Coordination for the Improvement of Higher Education Personnel in the initial teacher training. The theoretical framework was structured in two chapters: “Project Based Learning: the active methodology” and “University Teacher Training” with the theoretical contributions of Bacich, Moran (2018), Bender (2014), Buck Institute For Education (2008), Chevallard (1991; 2013), Dewey (1979; 1976), Gatti (2010), Moran (2015), Nóvoa (2007; 2017), among others. With regard to research, the qualitative approach was adopted, as Minayo et al. (1994); it is applied in nature and for explanatory purposes, following the guidelines of Gerhardt and Silveira (2009) and Prodanov and Freitas (2013); as to the method, action research was chosen. The educational product entitled “PBL-MAT - Project Based Learning in Mathematics: a practice”, which supported the design of this research, was based on the framework of Project Based Learning and on the description of the didactic intervention carried out, intended to facilitate and / or guide the presentation and understanding by students and educators for the applicability of the active PBL methodology in the Mathematics curricular component. The results show that the training of undergraduate students participating in the Pedagogical Residency Program achieved a dichotomous overcoming between theory and practice, interrelating the university and the school, which favored the consolidation of the most correct and conscious professional performance in the school organization and in measurement of the teaching process. Therefore, it is considered that the use of PBL corroborated with the construction of competences, since it provided the appropriation of active methods for Education, theoretical-practical articulation, adoption of collaborative attitudes and, especially, mathematical knowledge through concrete situations. In this sense, it is hoped that this study can collaborate with the understanding of the theme and encourage the adoption of organizational and methodological practices in order to improve the quality of teacher training.