Cálculo em ação, modelagem e parcerias: possibilidades para aprendizagens expansivas em um contexto de formação em Engenharias

Abstract

This thesis presents the genesis and development of a research aimed to understand the possibilities of expansive learning that can be evidenced in and by the activities developed by a Group of Studies and Research in Mathematical Modeling - GSRMM, in a context of formation in Engineering. Anchored in the contributions of the Historical-Cultural Activity Theory and Expansive Learning, this research aimed to establish a dialogue with theorists who argue Modeling in Mathematics Education, focusing on formation contexts in Engineering. The developments of the research were guided by the qualitative approach, through a formative intervention proposed by Engeström and Sannino (2010), characterized by the constitution of GSRMM in the context of formation in Engineering. The GSRMM it engender based on the premise that the disciplines of Calculus take place of tools or instruments necessary for formation in Engineering - A calculus in action. With this, the GSRMM appears as an alternative formation space in the context of formation in Engineering. The construction of the data for this research was happened by observations, interviews, record field diary and email messages. The process of analysis and interpretation of data built was developed based on the process of formation of GSRMM as a potentially expansive cycle of actions (ENGESTROM; SANNINO, 2010), which enabled the completion of the 'matrix' for the analysis of the expansive learning (ENGESTROM, 2001). The data constructed made emerge four analytical methods in an attempt to understand the possibilities of expansive learning, which can be evidenced in and by a GSRMM activities in the context of formation in Engineering. The constitution of that alternative formation space (GSRMM) expanded the possibilities of interactions between subjects and their objects of its multiple activities, enabling expansive learning, which manifested as: 1) across boundaries and building networks - partnerships; 2) move the zone of proximal development of teacher-student activity; 3) qualitative transformations of the object of the activity of mathematical modeling; 4) cycles of potentially expansive actions. Analyzing this formation intervention, it is observed also grants necessary to consider that engaging in activities GSRMM, may indeed, represent an important role in the continuing education of teachers in their own practices, thus expanding, their horizons of action in various dimensions of everyday work.