Aspects of theories with semiotic approaches and active methodologies in a teaching situation
DOI:
https://doi.org/10.5007/1981-1322.2025.e105087Keywords:
Circunstantial Indications, Semiotic Means, Theory of ObjectificationAbstract
The purpose of this article is to verify the aspects of the Theory of Objectification proposed by Luis Radford with a focus on a semiotic-cultural approach (whose principles are the production of knowledge and human collaboration) and on the framework of Message and Signs by semiologist Luis Jorge Prieto based on structuralist semiotics with emphasis on communication between receiver and sender. In addition to these references, active methodologies were used - role play, flipped classroom and storelling in a teaching situation of the content Prime Numbers during 3 (three) classes, with 6th grade students from a public school located in the north of Paraná. During the teaching situation, the mobilization of numerous semiotic means - gestures, vocal intonation, paper toys, comic books -, among others, allowed us to demonstrate that the processes of objectification and subjectivation that are fundamental to the Theory of Objectification occurred concomitantly with the semic acts and fundamental circumstantial indications in the framework of Messages and Signs.
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