O uso dos materiais didáticos no ensino fundamental I: parâmetros da psicogenética piagenética.

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.