MORAIS, P. R. A.; http://lattes.cnpq.br/6613992055636498; MORAIS, Paulo Ricardo Abreu.
Abstract:
The general objective of this monograph was to analyze the importance of didactic materials
in primary education using Piagetian psychogenetics as a parameter. The research was
justified by the growing need to implement active and constructive methodologies in the
teaching-learning process, which culminated in the relevance of investigating how teaching
tools are designed and used by teachers. What motivated this investigation was the possibility
of providing significant contributions in the field of education, based on the assumption that
the use of pedagogical didactic resources can and should be planned based on theories of
human learning. In this research, we sought to answer the following problematizing question:
what are the contributions of psychogenetics to the optimized use of didactic materials in
primary education? We opted for the methodology of scientific research of a quantitative and
qualitative nature, of the exploratory type. Written documents and iconography resources
were used as sources, some already existing and others produced in the research process. The
data collection instrument consisted of a questionnaire with open and closed questions. The
theoretical references that supported this investigation resulted from the contributions of
Piaget (1999), Piletti (2004), Coll and Martí (2007), S. Ferreira (2007), Freitas (2007),
Goulart (2008), Nunes and Silveira (2015), and Martins, Chirindza and Cuamba (2018). The
context of this investigation involved the research space of a Municipal School of Early
Childhood Education and primary education in the city of São José de Piranhas, in the state of
Paraíba. The expected results of this research were: establishing a relationship between
psychogenetic theory and the use of didactic materials in the teaching-learning process; to
identify which are the didactic resources most used by primary education teachers; and, to
understand how teachers perceive the usefulness of didactic materials in their practice, while
correlating them to psychogenetic theory. With these purposes it was possible to verify that:
there is a relationship between the concepts and propositions of the psychogenetic theory with
the purpose of the didactic material; the criteria assigned by teachers for a greater or lesser use
of didactic materials are, in addition to the amount of these resources available at school and
the characteristics or needs of the class, the methodological position adopted by them in
planning and carrying out their classes; and it was finally verified that the teachers understand
the importance of these materials in stimulating and helping teaching, in addition to pointing
out the degrees of pedagogical activities developed with these resources, but when reflecting
on this issue involving Piaget's theory, they presented dispersed notions about how they
interconnect.
