Uma perspectiva ontosemiótica dos problemas e métodos de pesquisa em educação matemática
Resumo
Uma crítica tradicional à pesquisa científica no campo educacional tem sido a desconexão com a prática docente, motivada pela divisão dos problemas de pesquisa. Para resolver essa dissociação, as investigações de design instrucional apresentam problemas preditivos mais próximos a essa prática, mas devem ser complementados com uma interface que forneça os componentes avaliativos e normativos que são deduzidos da aplicação eficiente dos resultados da literatura anterior. Neste trabalho utilizaremos algumas ferramentas da Abordagem Ontosemiótica (OS) para traçar uma agenda de pesquisa que leve em consideração os componentes científicos (descritivos, explicativos e preditivos) e tecnológicos (avaliativos e normativos) da pesquisa didática. Do mesmo modo, descrevemos as ferramentas metodológicas disponibilizadas pela EOS para abordar os problemas referidos, em particular a noção de adequação didática que serve de elo entre a componente científico-tecnológica e a prática docente.
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