Jogos em aulas de Matemática: o indicativo em materiais curriculares e a avaliação de três professoras

Abstract

Considering that curriculum materials are recurrent tools in the teaching and learning processes and that they present resources that promote student and teacher learning, the research was guided by the objective of analyzing the approach given to the indication of games in Mathematics curriculum materials. Organized in a multipaper format, the dissertation incorporates two articles. In the first, we report a study that aimed to identify and discuss the indication of games in Teacher's Manuals of Mathematics curriculum materials for the Middle School. To this end, a documentary analysis was carried out with the collection of data from 20 volumes of Teacher's Manuals from five collections of materials. The analysis considered the texts of the introductory part of the Manuals, the approach given to the indications and the corresponding teaching guidelines. The study reported in the second article started with the objective of knowing and analyzing the reading, interpretation and evaluation that teachers make of the indication of games in Mathematics curriculum materials. The case study focused on data production by forming a focus group made up of three teachers, who gave group interviews based on a prior reading of some game guidelines selected from the materials. The analysis focused on the teachers’ statements regarding their interactions with the guidelines, as well as the discussions and perceptions about the use of games as a pedagogical resource, revealing both the potential and limitations they encounter in practice. The theoretical framework for the analyses in both studies refers to pedagogical approaches regarding the typology of content; the organization of students; the prospective interactions between teachers and students; and the source of knowledge. The results indicate that, although the Manuals present a variety of game guidelines, the interpretation, evaluation, selection and implementation of these resources by the teachers can vary significantly, due to the influence of their beliefs, previous experiences, knowledge and hypotheses about student learning. The research highlights the need for critical reflection on the diversity of approaches present in curriculum materials, emphasizing that a more comprehensive and meaningful practice can be developed when teachers are given the opportunity to interpret, evaluate and select game indicators. This requires, above all, working conditions that allow teachers time for continuous study and to plan and evaluate their teaching practices. The research contributes to the discussion on the teacher-curriculum relationship and the critical evaluation of games in mathematics teaching.