Teses em Educação em Ciências e Matemáticas (Doutorado) - PPGECM/IEMCI

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/3775

O Doutorado Acadêmico pertence ao Programa de Pós-Graduação em Educação e Ciências e Matemáticas (PPGECM) do Instituto de Educação Matemática e Ciêntífica (IEMCI) da Universidade Federal do Pará (UFPA).

Navegar

Agora exibindo 1 - 4 de 4

Acesso aberto (Open Access)
A aprendizagem inventiva no ensino de ciências: composições, traçados nômades e outros encontros
(Universidade Federal do Pará, 2017-08-24) RAMOS, Maria Neide Carneiro; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
The teaching of science, when influenced by modern scientism, leads to its educational and scholastic practices a dogmatic modeling, taken by a regal science / state science. The idea is to problematize a learning that happens in a heterogeneous field, marked by multiplicities, that put students and teachers in a science class in experiential encounters with what is problematic in science teaching. Faced with this, one asks: what meetings can one be prone to in a science class? As a student and teacher move a science class by the contingency of events and signs in science teaching? What leads teaching and learning to a challenging field that triggers inventive ways in science classes? How do these events, meetings, and signs mark cracks in standardization, methods, norms, theories that tend to tell you how to teach and how to learn in science teaching? The research aims to: Map the lines on which science teaching moves in science class by means of heterogeneous variations and compositions; Mapping the affections, the games of forces, the fissures, the cuts, the openings, that go through science classes and place learning as an inventive process; To problematize under what circumstances an experimentation with a problematic field can produce elements for an inventive learning in sciences. The study is mobilized by the bibliographic reference of the Philosophy of Difference of Gilles Deleuze and Félix Guattari, as well as connection and agency with commentators, authors of the area of science teaching and education. In the ways of the concept of Event he ventures into an inventive-experimental game of a research-thesis, taking some philosophical reflections as interpretive tools to compose a kind of scenario, taking off philosophical concepts from the authors mentioned above, to think about education in sciences. The research also presents an empirical work, carried out in the Science Club, in the Institute of Scientific Education and Mathematics of the Federal University of Pará, presented in the form of thematic cuts. Faced with theoretical and empirical work, it can be said that learning in science education is traversed by aberrant forms that foster a strange variation in teaching and learning, which, not being model, runs through a problematic field produced by the signs in which the student it is prone, signs of a triggering learning of sensations, producer of affects in science teaching - Here called inventive learning, upon which the body, thought finds its own lines when mobilized by encounters, arranges its own (of) compositions of learn, although they are not always harmonious or at least in accordance with the way knowledge is instituted.
Acesso aberto (Open Access)
Currículo menor de ciências: atravessamentos por uma escola ribeirinha da Amazônia Tocantina Paraense
(Universidade Federal do Pará, 2019-04-30) CORRÊA, Edilena Maria; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
A curriculum is a way of life, of existence, a space to experiment, to do and to produce. A curriculum is a discourse, it is a production process. A resume is life. In educational practices they inhabit lives, doing movements, a science curriculum as well as a curriculum in other areas of knowledge is always a process of inventiveness. For this process of research-creation the idea comes from the argument that the science curriculum is life, although it is officially in the hard and sedentary meshes. Science is a knowledge also produced in inventiveness like any other. In this way, the science curriculum that is scored in this research comes along the smaller lines, coordinated by living powers of community lives, food production methods and unique processes of these lives that cross the riverside school environment. Understanding the science curriculum crossed by the school knowledge and the usual knowledge of a riverine community of the Tocantina Amazonian Paraense. The invention research was given among residents of the island of Pacuí de Cima, municipality of Cametá-Pa, School Professor Fulgêncio Wanzeler and had as triggering questions: what powers a minor science curriculum offers for the expansion of educational practices? What can the minor practices of a science curriculum do? How is the minor science curriculum produced by singularities? The invention research aims to create, singularly, a minor science curriculum traversed by n'compositions of knowledge that drag science to other visibilities in the space of the school of the Island of Pacuí. The idea is to think of a program of experimentation that offers heterotopian voices. In this way, the research is crossed by the theoretical thought of the Deleuzian Philosophy of difference by modes of conceptual variations and displacements, also promotes an effort of poetic creation of a notebook of teachers / students crossed by the curricular powers of sciences in variation of a riverside school of the Amazon Tocantina Paraense. The poetic process of the notebook is crossed by the creation of a smaller science curriculum in the involvement of school practices in the Amazonian environment. In addition, the thesis agency, poetically, various images, drawings, collages, digressions between water crossings and photographs. The thesis also produces, amateurishly, a notebook of photographic images, daily records of my crossings between the school and the community that give thought to the science curriculum. As a passing-completion bet, the thesis creation understands that a resume is a model to be followed, nor a packet crate if it is finished. The smaller science curriculum that runs through the thesis creation attentive to the lines of uniqueness as a program of experimentation that runs through the vitality of every school, teacher, student. A bet on the openings of curricular science practices.
Acesso aberto (Open Access)
A escrita de si na docência de matemática: inquietações éticas da figura do professor em formação
(Universidade Federal do Pará, 2021-04-22) CASTILLO, Ana Del Valle Duarte; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
Ethics, assumed as a form of relationship with ourselves and with others, has not been the focus of attention of Mathematics Educators, this is shown in the few researches on this theme. The vast majority of research in this field of study presents mathematical knowledge as something that the student appropriates individually, and knowledge is conceived as a commodity that teachers sell to students. Furthermore, reflections on the teaching and learning of mathematics have, in general, been directed, in most cases, to the search for mechanisms that facilitate the learning of this subject. The first reflections on the end of the 19th century and beginning of the 20th century, where our field of study emerges, are situated around the curriculum that the school needs to respond to the increasingly urgent needs of societies embarking on the path of industrialization. Therefore, educational trends are characterized by showing interest in the development of learning processes of mathematical concepts and do not take into account the formation of ethical values. School knowledge, and the structures of educational institutions, are utilitarian and individualistic. On the other hand, we have reductionist truths that present school mathematics through curricula aimed at developing techniques, impersonal learning, teaching based on books and sometimes on false assumptions. An ethical dimension in the teaching of mathematics is essential to effect a better relationship between student and teacher and to clarify some choices that the teacher makes when teaching mathematics, such as, for example, studying contexts related to the price of the kilowatt in the periphery of the main cities. The thesis that is argued is that ethics in teaching mathematics teachers in training allows an opening for self-care, care for educational practices (student, teacher, educational space). The teaching of mathematics becomes sensitive to the other, to the world. The teaching of mathematics becomes sensitive to the other, to the world. The objective of this research is to present ethics in the teaching of the teacher-in-training who will teach mathematics through the practice of 'writing oneself', with regard to 'caring for oneself' and caring for the other. The study theoretically dialogues with Michel Foucault (2005, 2006, 2007, 2010), without necessarily remaining in it, but opening up to thought. Thus, the thesis will dialogue with authors in the field of mathematics and education, in general. In a practical way, philosophical exercises of self-writing were carried out in the classroom, made with continuing education teachers belonging to the course of the Integrated Degree in Sciences, Mathematics and Languages of the Federal University of Pará, year 2018-2019, in particular, writing exercises with concern related to teaching mathematics. These exercises took place in the form of oral and written narratives, highlighting the last one for this thesis. As a result, it was possible to clarify that in mathematics education it is feasible to open spaces for listening, narratives, self-writing, which allow one to look at oneself, its practices and behaviors, allowing an educational practice that runs through an aesthetics of existence, to the extent that the dogmatic truths of the formative field can be put into reflection and, therefore, in stages of knowledge so that teachers in training can proceed with an ethical practice in addition to mechanical practices.
Acesso aberto (Open Access)
O que pode um geocorpo? saúde, doença e morte atravessados nas linhas vitais de pacientes terminais
(Universidade Federal do Pará, 2016-02-25) NASCIMENTO, Lucineide Soares do; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211
The research came from the interest to comprehend how terminal patients get strength to live even they have many difficulties and limitations caused by the disease and the side effects of radical treatment. Considering a methodology that seems like a quicksand which was formed during the work, the research accompanied two terminal ill patients and their families and with the story of two people who cared for their parents, also diagnosed as terminal ill patients, until death. During the procedures, there were interviews, family diaries, observation during visits to patients in their homes and in their various visits to hospitals for medical treatment. Immersion and production of thought gave the confluences and connections between the experiences of terminal ill patients, accumulated during encounters with these patients and their families, and reading carefully the theories of Deleuze, Guattari, Niatzsche and other authors. The following questions helped to give some direction for the research: how terminal ill patients live their body in the intermezzo life and death? What events are raised between discredit everything and believe in possible times of health, in other words, what emerges between impotence and the power of the body? Which subjectivities / individualities nebulae are created or invented in this intermezzo between life and death on the body surface? How these bodies cause / problematize or impact our traditional notions of body healthy and diseased body? And what matters most for these patients when they experience illness of your body? Such questions were unfolded in the objectives of detecting the ways in which terminal ill patients experience possible times of slow speeds and / or frenetic health to their bodies, even in the disease state in which they find themselves; to discuss the subjectivity processes which are recorded on the bodies of these patients crossed by the states of health, illness, life and proximity to the death and to debate the healthy body reinvention modes created by these patients with traditional concepts of body , health and disease arising mainly from biomedicine. The main results experimentation of thought led to the concept of geocorpo and others that compose it as healthy as possible, surrounded by accompanied loneliness, miserable loneliness and appeased body supporting the thesis that terminal ill patients invent and reinvent their subjectivities and run a cloudy movement between life and death, health and disease, forcing these patients to rethinking about other body understanding modes of life and health. The body in that intermezzo fosters a movement of folds and new folds run by experiences related to moments of slow speeds and / or frantic health, (even in the disease state in which they are, by eliminating or mental exclusion of affected organs) and tend to provide a temporary health for its own existence. A geocorpo that experiences to transmute or view and tell it about ways of existence. It makes possible to communicate with the identical dismantlement to bend the "outramento" (another itself, another from another). The thesis promotes other prospects beyond human body in its organic model, which can prove to be a contribution to science education and a way to live besides terminal patients.

Navegar

Navegando Teses em Educação em Ciências e Matemáticas (Doutorado) - PPGECM/IEMCI por Orientadores "BRITO, Maria dos Remédios de"