O erro em matemática à luz da perspectiva sócio-histórica

Abstract

This dissertation has the aim to enquire what are the sense and the meaning that teachers of elementary school ascribe to errar in mathematics. The reference theorist methodically applied is based in theorist social historic, postulated by Vygostsky and in his qualities study by Gonzales Rey. This prospect such study search to build a knawledge that not only to describe, but to explain such sense and meaning, avoiding being in the levei af appearances. To reach the aim of this research the data were callected from a elementary public school in the city of São Paulo. We interviewed two teachers (subject of the research) and to obtain major complementary data, we accomplished an interview with the coordinator pedagogic and director af the school, to intent to obtain a major knowledge of the reality af institutional, educational and administrative. Starting from this analyze of interviewers speech, noticed that teachers don't know how to work the errar of the pupils. Besides this, we perceived that the errar is perceived by interviewer as originate from human nature, become an impediment to the teaching learning process. This study demonstrate that to change the statute of errar requires a praxis to everyone involved in teaching learning process. We understood , the errar in school context under the perspective social historic can be perceived as a part integrate in the process to build and appropriation of knowledge, used as a fundamental toel to the teaching practice