A origem e os fundamentos da Sequência Fedathi: uma análise histórico-conceitual

Abstract

This article has the purpose of presenting, through a historical-conceptual analysis, the origin and the fundamentals of the Fedathi Sequence, method that leads the action of the teacher in the classroom in the teaching process for student learning, developed by Professor Hermínio Borges Neto in the early 1970s. The text begins with a brief historical account and then shows the philosophical conceptions of the field of mathematics that influenced its development and systematization, going through the fundamentals and principles that underlie the Fedathian conception of teaching, then brings an idea of their levels: preparation, experience and analysis. This work was based on a bibliographical analysis as well as observations of the daily experiences of the Multimedia Research Laboratory of Faculty of Education of the Federal University of Ceará (UFC) and the researches developed over the years on the methodological proposal here presented as well as in works of the Mathematics Education field. Borges Neto (2016) proposal developed from a logical-deductive-constructive foundation developed over three decades and is currently being consolidated through the classroom experiences of his mathematical researchers and that act beyond the exact sciences