O USO DE SEQUÊNCIAS DIDÁTICAS PARA UMA APRENDIZAGEM SIGNIFICATIVA: REFERENCIAIS PARA O ENSINO DE FUNÇÕES

Abstract

In this work, we qualitatively seek to understand how didactic sequences can contribute to meaningful learning. To this end, we will contemplate the study of functions, with a focus on polynomial functions, usually taught in the first year of high school. We will use the historical context in the perspective of a meaningful and contextualized learning, by David Ausubel (2003). Therefore, we highlight the three fundamental conditions for the occurrence of meaningful learning, namely: 1) Potentially significant material; 2) Identification of suitable subsumers in the cognitive structure; and 3) Predisposition to learn. Knowledge from the historical context is incorporated into these conditions as facilitators of the teaching and learning process, in order to contribute to the planning of potentially significant material, given that the choice and sequence of contents are planned based on this. In order to achieve our goals, we will build an SD focused on the teaching of Functions in the first grade of High School, based on the historical context; and we propose the built SD to the students of the State and Municipal Education Network. Finally, with this work we intend to build an educational product aimed at Basic Education teachers who want to innovate in the classroom by presenting potentially significant material that is not traditionally addressed in schools.