Insubordinação criativa: perspectivas para o ensino e aprendizagem da matemática nos anos iniciais

Abstract

The study objective is to analyze the possibilities for learning Mathematics in Primary School, from creative perspective insubordination, evidenced in research in Education area and Mathematics Education. Based on this objective, we search to understand the main strategies and resources used in the classroom, if teachers search to develop new teaching methods to improve students' interest in Mathematics and if students are learning better through these methods. Creative insubordination is an approach used by teachers in order to improve children's learning with more fun, dynamic, playful teaching strategies that facilitate children's learning in relation to Mathematics. Therefore, we analyzed a set of articles, theses and dissertations dedicated to mathematical learning in Primary School from the point of creative insubordination view. The research shows a contextualization on Mathematics teaching in Primary School and then shows the central theme, which is creative insubordination, its definitions, concepts, principles and its importance for the teaching and learning of children in Primary School. The mais theories from this research are Beatriz D’Ambrosio, Celi Espasandin Lopes (2015), Gabriela félix Brião (2015), Maria Luceilda de Oliveira do Vale (2019) and Adair Mendes Nacarato (2004-2005). The methodology that supports the research is qualitative, based on bibliographical research and literature review, through which we carry out a mapping of theses and dissertations in the national collection of the Digital Theses and Dissertations Library - DTDL. We performed a data analysis through theses and dissertations frames and clippings that brought the creative insubordination principles and after performing the searches for the principles, we constituted the categories of analysis, that are: teaching in the classroom and student learning.