Students actions and relationship to knowledge in Mathematics, Physics and Chemistry

Abstract

This article presents a proposal for the analysis of student actions and didactic-pedagogical relationships established in Mathematics, Physics and Chemistry classes in a course of High School and Integrated Technician of the Federal Institute of Paraná, Brazil. The research has as theoretical support the concepts of relationship to knowledge (Charlot, 2000), activity and action (Leontiev, 2014) and a theoretical-methodological instrument developed by the Arruda, Benicio e Passos (2017), called Student Matrix. The research question was: how the student actions are related to knowledge, teaching and learning in Mathematics, Physics and Chemistry classes? The methodological procedures were based on Discursive Textual Analysis. The documents investigated (field notes and the transcriptions of the audio and video recordings) were collected during observation of the classes. The analyzes pointed that for the student relation to the teacher and his/her teaching: in the epistemic dimension there was a predominance of actions concerning the organization; in the personal dimension the organization was also highlighted besides the actions of interaction of learning with the teacher; in the social dimension, actions of a dispersive nature stood out. When we focus on the student relationship with his own learning we have: for the epistemic and personal dimensions the actions related to the interaction with the teacher were more frequent; in the social dimension the social interactions that dispersed the students of the class activities were maintained. No actions were found to indicate how students evaluated the teacher’s relationship with professional and/or school knowledge.

Keywords

• aprendizagem
• relação com o saber
• matriz do estudante
• ação discente