Divisão nas turmas do 5º ano: ensino e aprendizagem: práticas e formação docente na perspectiva da teoria histórico-cultural

Abstract

The present study addresses the teaching and learning of the mathematical operation of division in 5th-grade elementary school classes, focusing on teaching practices and teacher training, under the perspective of Vygotsky’s Historical-Cultural Theory. From this context arises the research problem: how does the Historical-Cultural Theory, regarding the assumptions of mediation, higher psychological functions, and zones of development developed by Vygotsky, contribute to teacher training for teaching division in mathematics? Based on this premise, the present research aims to analyze the theoretical and practical assumptions of the HistoricalCultural Theory, concerning the concepts of mediation, higher psychological functions, and zones of development developed by Vygotsky, in teacher training for teaching the mathematical operation of division in the 5th grade of elementary school. To answer the research question, a qualitative approach was adopted, configured as a case study conducted in a municipal school in Fortaleza, involving three mathematics teachers. The methodological path included participant observation, interviews, and document analysis, with data interpretation guided by the principles of the Historical-Cultural Theory. The theoretical foundation of this study draws on authors such as Vygotsky, Rego, Lautert and Spinillo, Boaler, Moretti and Moura, Santos, and Silva, whose contributions were essential to understanding the relationships among mediation, cognitive development, and teacher training. The results were analyzed through the following thematic axes: Planning and pedagogical strategies in teaching division; Teachers’ expressions about teaching division; Pedagogical mediation and evidence of learning in mathematics teaching; and Teacher training for mathematics teaching. We conclude that innovative pedagogical strategies, such as the use of educational games and mediation grounded in the Historical-Cultural Theory, foster the development of higher psychological functions, promoting more meaningful and effective learning. We believe that this research may offer contributions and recommendations for continuing teacher education and the development of interactive pedagogical practices in the teaching of mathematical division. Finally, the study presents conclusions and recommendations that emphasize the need to rethink teaching practices, culminating in the creation of a digital magazine featuring pedagogical games and tutorial videos, which constitutes an educational product aimed at teacher training and enhancing mathematics teaching in the early years of elementary education.