SIGNIFICAÇÕES E SENTIDOS NAS AÇÕES DE ENSINO DOS PROFESSORES DO ENSINO FUNDAMENTAL

Abstract

The signications and the meanings expressed in
educational actions of teachers Elementary education is the basic
theme of the research described in this paper. The study, with a
central question: what are the signications and meanings
expressed in educational actions of teachers?, developed into a
state public school of Braço do Norte/SC. In this context school,
four teachers of the early years of Elementary School participated
in the survey, which drew the following methodological
procedures: an exploratory questionnaire that the professors,
analysis of the political-pedagogical project (PPP), observation inthe classroom and interviews deepening. Data were analyzed based on historical-cultural
conception. The study showed that, in educational actions of teachers, the scientic
knowledge assumes centrality, which moves away from the proposed Historical-Cultural
approach, who moved the school PPP. In educational actions, involving reading and writing,
we note that the technical aspect of language, encoding and decoding of graphic signs stood
out at the expense of socio knowledge. Similarly, in educational activities, involving
mathematics, we see highlighted in algorithmic procedures, which they have on
reproduction and memorizing his greatest support.