Formulação, interpretação e resolução de problemas no ensino de divisão para alunos do 6° ano que participam do projeto de intervenção pedagógica

Abstract

This paper describes a pedagogical experience with formulating and solving problems of division by the 6th grade students who participated in the Educational Intervention Project of the Municipal School "Adauto Lucio Cardoso", in Belo Horizonte - MG. The students had gaps in learning and demonstrated "resistance" to learn. Moreover, not dialogued about the contents worked and feel "ashamed" of the error. So we moved our work focus and establish a relationship of dialogue, in which the act of communication has become the starting point. Based on this principle, we propose to the students the chance to be protagonists in the construction of their learning, no longer just problem-solver, becoming the proponent and strategist of their own problems. Our position as teachers in this new context is no longer be the host of content and became promoter, facilitator and consultant to the learning process.