Teorias de aprendizagem em matemática: um estudo comparativo à luz da Teoria da Objetificação

Abstract

This work has as object of study theories of learning and their implications for the process of teaching and learning of mathematics. It is motivated by the search for characteristic elements of a theory of learning and, also, by the analysis of the possible consensus in the researcher’s community of the area regarding the elements that constitute these theories. We cannot deny the importance of the Learning Theories for the development of various elements of the educational process in contemporary schools – it is not different either in the case of Mathematics Education. There is a considerable amount of research involving Learning Theories and their implications for practicing in classroom, each one of them, we can say, pursues different objectives and emphasizes different aspects of learning. In a certain way, even the definition of learning itself varies from one theory to another. In this sense, this work is a presentation and analysis of the similarities and differences between some theories in Mathematics Education, with special attention to the fundamental concepts of The Theory of Knowledge Objectification or, simply, Theory of Objectification, and to Paulo Freirean Pedagogy within its implications for the learning process. Because of the theoretical nature of this research – and the extensive list of articles, books, dissertations about the theories here involved – we have decided for a bibliographical research in which the act of reading is the main tool for analysis and interpretation of data. Finally, our thesis focuses on the fact that learning theories can differ both as a structural manner conceptual mode. For structural difference we understand that fundamental notions of a theory does not necessarily exist or are considered another theory; or, when considered may have or not the same importance. On the conceptual distinction we understand same verbal formulation with different meanings in competing theories. Still, theories can save significant similarities in their basic concepts.