Aprendizagens em uma pesquisa de opinião na sala de aula: diálogos entre práticas cotidianas

Abstract

This work investigates classroom learning when students from the 3rd year of funda-mental school take part of social practices configured in an opinion research, according to the methodology proposed by the program Nossa Escola Pesquisa sua Opinião - NEPSO. It is a qualitative research, with an ethnographic approach of the classroom, in the perspective of crit-ical ethnographic practice. The empirical material was collected through observation with a class of children from the 3rd year in a municipal school of Betim- MG. The period of obser-vation covered the whole period in which the students developed an opinion research on Public Services, under the orientation of the Geography/History teacher. To analyze the data we used authors from Education, Mathematical Education, and Cultural Anthropology. Under the influ-ence of a relational perspective of learning on social practice, analysis tools were used to char-acterize the social practices. In order to do so, from the perception of students performance in the practices that involved the research opinion, we identified the relations established by them in and between the practices they participated. After characterized the practices, some types of learning were identified when it was possible to notice changes in the practice analyzed, evi-denced by the change in the participation of students; by the use of artifacts, such as ruler and square grid; by the use of different strategies to count, quantify, represent the data, and solve numerical problems; or yet, through the use of constructed visual representations. Among the types of learning pointed out, we highlight some that have a close relation with the field of Mathematics teaching in school and others which aim the construction of the individual as a participative and active citizen in a broader society. We concluded that the development of an opinion research, considering its context of production, is one of the instruments to achieve learning in social practices that contribute to the self-recognition of the subject as a citizen. Learning also take place in numeracy practices, in which there are ways to use concepts, pro-cedures, and language associated to Mathematics. We also discovered that the definition of the theme of an opinion research, the intention(s) of the teacher(s), as well as the contexts in which it is produced can lead to different learning in students practices.