Contribuições dos saberes de astronomia para a formação do professor de matemática: um estudo na perspectiva da teoria da objetivação

Abstract

The objective of this research is to investigate, from the Theory of Objectification, the characteristics of an introductory course of Astronomy for the teacher of Mathematics, which contributes to the learning of knowledge of Astronomy and Mathematics and provides a collective, enriching, and inclusive educational experience. The Objectification Theory was the theoretical framework to direct the didactic and pedagogical decisions of the course, influencing the elaboration of teaching-learning activities and the planning of classes, including data collection and analysis. In this sense, we investigated focusing on the qualitative approach. Initially, we sought to identify the essential concepts of Astronomy that could have relevance for teachers of Mathematics. With this, we organized the introductory course of Astronomy using the perspective of the Theory of Objectification. This course was taught in person and directed to teachers of the municipal network of Macaíba/RN, between April 7 and May 4, 2022, with five meetings and duration of 3 hours each. Participants were invited through phone calls and personal approaches. We chose these teachers because of our professional experience having a great approximation with this audience and the importance of this knowledge for the lives of these educators. We decided to focus the course on topics related to the Solar System, the movements of the planets, seasons, astronomical measurement systems, orbits and information about comets and asteroids. For data collection, audio and video recordings of each meeting were recorded. In data analysis, we chose to follow the multimodal analysis approach. We verified from the verbal, gestural and visual semiotic modes possible contributions that the course brought to these teachers. As a result, we reveal, from the initial conceptions of the teachers of Mathematics, indications of the awareness of astronomical knowledge by these teachers, that is, indications of the processes of Objectification and Subjectivation of astronomical knowledge regarding the nature of the stars, the movements of the Earth, the seasons of the year, the planets of the Solar System, the dimensions and distances of the Solar System and the interpretation of phenomena and information about comets and asteroids. Finally, we state that we were able to prove the thesis that the development and implementation of a course in Astronomy, with a sociocultural approach based on the Theory of Objectification, can contribute significantly to the teacher of Mathematics of Basic Education by experiencing a collective, enriching, and inclusive educational experience.