A Signinho vai à Escola: Uma contribuição à Educação Matemática de Pedagogos em formação

Abstract

In this study I approach the communication process while happening in the classroom and, to that, I took as the theoretical foundation the set of notions of the Model of the Semantic Fields (MSF), elaborated by Romulo Campos Lins (1999; 2012). Through an empirical writing exercise, with sights to the production of a fictional literature, I seek to create a set of stories — six — de sala de aula. Those stories occur in different interaction scenarios that emerge in the dialogue from learning situations that occur in the school 's everyday. Through this, I seek to offer evidence to the reader of the dramatic understanding struggle that hangs in the dialogical relations between teacher-student in the classrooms interiors in the learning process of a certain topic. With that, I intend to answer the question about the understanding on the classroom not as a “flaw”, but, in the terms of the MSF, as “difference”. Anthill, pasta, grass, a quarter, one sixth, what meaning do these words assume in a given context? Can a previous experience change the meaning a word can have? How does the difference emerge in dialogue? Lastly, I conclude for the didactic-pedagogical importance that, on paper and in service, a important pedagogical principle appears — to carefully observe what is happening in the communication process in the classroom, while it happens. “Communication process”, here, is understood by the terms of the communication notion proposed by Lins (2012).