SIGNIFICANCES AND SENSES IN TEACHING ACTIONS OF FUNDAMENTAL EDUCATION TEACHERS

Abstract

This paper describes the research conducted in a Santa Catarina public school involving teachers from the first years of Fundamental education in order to understand the significances and senses expressed in their teaching actions. The set of methodological procedures included: exploratory questionnaire applied to the teachers, classroom observations and interviews of deepening, in order to achieve the research's goals. The data were analyzed through the Cultural-historical conception and the historical-critical pedagogy. The study demonstrated that, in the teachers' teaching actions, the scientific knowledge - which assumes the central role at school's teaching according to cultural-historical approach – does not always assume that rating. There are splits and contradictions between the teachers' purposes of teaching and the prediction of what they want to achieve socially with teaching. In teaching actions involving reading and writing, it was observed that the sociocultural context of knowledge remained in the background, standing out the technical aspect of language, the encoding and decoding of graphic signs. In Mathematics, it was noted, regarding to teachers, a greater appreciation of the operative mechanisms of the contents than the conceptual learning.