Banca de QUALIFICAÇÃO: JULIANA MARTA DAMIANI DE FREITAS

The teaching content present in the activities developed with students in the 2nd year of elementary education I using the project-based learning methodology

Conceptual, Attitudinal and Procedural Contents; PBL; Mathematics Teaching; Early years of elementary school.

During the twentieth century, studies on the teaching of mathematics intensified, motivated by research on developmental psychology and socioconstructivist thinking. Such research has supported investigations that consider the student as an active subject in the production of knowledge and on their prior knowledge, which made it possible to reflect on the role of mathematics teaching in relation to literacy and literacy of children to live in a knowledge society, in which forming citizens involves the integral formation of the subject. Sharing this knowledge, the present research aimed to investigate the teaching contents considered by Zabala (1998) that may be present in activities using the Project-Based Learning methodology proposed by Bender (2014) developed with students of the 2nd year of elementary school I. We use the qualitative approach based on bibliographic research and its analysis is delimited to a Documentary Analysis according to Cellard (2012), which describes, investigates and interprets the primary sources that are the records of the researcher teacher and the portfolios produced by 21 students of the 2nd year of Elementary School I in the context of the Project entitled "Mathematizing the Garbage: mathematics is everywhere" developed in a public school in the municipality of Juína-MT. The research has pre-defined categories: Conceptual Content; Attitudinal Content; Procedural Content. We consider that the process of analyzing the documents and the final considerations are under construction.