A virtude como estratégia de ensino: uma abordagem hipertextual no contexto algébrico

Abstract

This study is a qualitative and exploratory research in the education area realized in a class from sixth grade of Elementary School. In this case, we wanted to show the Virtualization - proposed by Levy (1993; 1996; 1999) articulated to the complexity Theory by Morin (2005; 2011) - as a teaching and learning strategy that would be also effective in the algebraic framework proposed for the educational level concerned. Open educational resources provided by Portal do Professor, as RIVED and Winplot software, were used for this purpose. The methodology adopted was the Case Study, using Analytics Strategy, as well the building the explanation of given lessons and tasks performed by students, to show the diffusion of virtual passages - achievement, empowerment, updating and virtualization - along with a questionnaire of objective approaches. This methodological procedure served to show student’s opinions about the work presented, and also logical models, called virtual synthesis, making it easier for the reader the identification the virtual reading performed by the author in the application of tasks exploited in class, and the developed abilities by the students with the application of virtual passages. As research’s complement, an educational product was built, through a “didactic sequence”, which includes the tasks performed by students in the classroom, whose main objective is to offer teachers and students a pedagogical resource aimed to auxiliary the teaching issues at virtual environment and the improvement of the learning processes.