Resolução de problemas e a temática do semiárido: uma análise praxeológica do livro didático do 9º ano do ensino fundamental.

Abstract

In this article we present the rsults of a research whose main objective was to analyze the didactic textbook of the 9th of Elementary School about the possibility of its use as an instrument to solve problems involving semiarid as a theme. The analysis was carried out with the support of Yves Chevallard's Anthropological Theory of Didactics and the notion of praxeological organizations. The praxeological analysis was carried out in the chapter concerning the volume content of solids. The choice for this content was, in our understanding, it is a concept that can be easily related to several themes involving the semiarid, such as rainfall, storage and rational use of water, among others. Working in public schools in Serra Branca - PB, located in Cariri Paraibano in the Brazilian semi-arid region, we noticed that there are almost no projects or initiatives that work in the semi-arid region as thematic, although we were aware of the multiple aspects involved in this issue. In proposing the analysis of the textbook, we were interested in answering the following question: did the mathematics textbook for the 9th grade of Elementary School offer support for a work that allows the use of methodologies such as problem solving from the semiarid theme ? To answer this question we conducted an exploratory study that culminated in an analysis of the didactic book of praxeological organizations around the volume content of solids. Of qualitative character we typify the research as exploratory and documentary, according to Fiorentini and Lorenzato (2009). The analytical study showed that the mathematical praxeologies around the volume content of solids are based on 5 types of tasks, solved by three techniques, one of them implicit in the text of the authors' book. We conclude that praxeology is punctual and incomplete, such a scenario is reinforced by a didactic suggested by the book are considered an exercise of direct application and when the authors use a text for contextualization, it is immediately abandoned. From the data we understand that to develop a work with Problem Solving and the semiarid theme, it is necessary to construct a specific material by the teacher together with his collaborators.