Mediated actions for the development of theoretical thinking in a remote and synchronous continuing education of elementary school teachers

Abstract

This article is an excerpt from a master's thesis developed within the scope of the Graduate Program in Education at the Federal University of São Paulo. This clipping will analyze a situation that triggers learning (SDA) in a continuing education of teachers that was organized in a context of use of information and communication technologies (ICTs) and digital games whose theoretical content is anchored to algebra in the early years. In view of this analysis, the materialist-dialectical method and propositions of the Historical-Cultural theory were adopted in order to investigate the mediating actions that allowed the emergence of signs of overcoming empirical thinking by the theoretical type. The results indicate that the technical procedures of communication/voice and registration of symbols by the digital notebook, associated with the collective work of teachers with the intentional mediation of the trainer, created conditions that indicate a development of theoretical thinking mediated by concepts belonging to algebra in the early years.