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).

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Aprendizagens compartilhadas de formadores de professores: o caso da licenciatura integrada em educação em ciências, matemática e linguagens
(Universidade Federal do Pará, 2014-05-22) MACHADO JÚNIOR, Arthur Gonçalves; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/ 0000-0002-2704-5853
This work reports inquiry on practice of initial formation of teachers of the initial years of the Basic Teaching, developed by a community of teachers and formers of the Faculty of Mathematical Education and Scientific of the Institute of Mathematical and Scientific Education of the Federal University of the Pará. It is, therefore, an investigative journey of qualitative nature, in the modality of case studies, whose purpose is to identify, describe and understand how a community of trainers of teachers, in itself the seed stage, learn to develop professionally in their task of implementing a new course of teacher training Science, Mathematics and Languages for the initial years of elementary school, considering, in particular, the concept of community practice Lave and Wenger (1991), the perspective of social of learning Wenger (2001) and, professional development indicators presented by Imbérnon (2010). Defends the thesis that the mobilisation of knowledge and practices (re)constructed in interactions in the community produces professional knowledge of pedagogical practices and, in that process, participants will develop professionally in their tasks of training teachers for the early years of the elementary school. Over the twenty-six months we were in field, the practice of community, in focus, was accompanied through of registry audio and/or video and transcriptions of the narratives of the formers during the planning meetings, of study and evaluation of the training process, of interviews with trainers, through materials produced by the community and personal field notes, elaborated during the time we've been through "watching" the actions of the community. The captured material was treated and organized two axles, written in narrative episodes, which were mainly analyzed, not exclusively, from a rapprochement between the social theory of learning in communities of practice and the teachers learning communities and depth from the reflections on professional development. The narrative analysis of these materials reveal a practice produced in constant process of the negotiation of the concrete situations of work of the community.
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A avaliação das aprendizagens em matemática: uma metanálise a partir de teses brasileiras
(Universidade Federal do Pará, 2018-05-03) ANGELIM, José Aurimar dos Santos; BORRALHO, António Manuel Águas; http://lattes.cnpq.br/3404547486428285; https://orcid.org/0000-0001-6278-2958; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853
The evaluation of learning in mathematics has been a focus in dialogues and consequent research concerned with the promotion of knowledge. For many years the evaluation was taken as a mere verifier of knowledge, from the perspective that the teacher understood necessary and sufficient that was learned. The student was a mere depository of knowledge and also subject to verification. The formative processes evolved and in contradiction to the controls imposed by world financing of the education of emergent countries, one saw, for example, the diverse models of Large-Scale and external evaluation of them, understanding that in this way it would be possible to understand how the students were presenting their performance. This made the anxieties mobilize us to understand how the Academy presented the Evaluation in its researches, because I understand that this delimitation can bring a profile of the Evaluation in the country from the University as a producer of knowledge. Therefore, immersion in the readings on the subject and in the dialogues made me problematize the situations that troubled me to answer the question: how is the evaluation of learning in mathematics in Brazilian doctoral research? Therefore, I proposed to investigate the presentation of the evaluation of learning in mathematics, based on the theories, epistemologies, principles and precepts presented in Brazilian theses between 2011 and 2015, emphasizing the proposed assessment knowledge. The methodology adopted for this process was the meta-analysis, since it is understood that analytical analysis is a relevant action for future research in the field and for the use of the mathematics teacher educator, highlighting, in a process that, together with the systematic review, may respond to guiding question. After diving in the Platform Sucupira, through the thesis bank, I made a tiresome search of the theses that adopted the terms evaluation and mathematics, so that the 17 theses outlined in the various doctoral programs that had a direct relationship with Mathematics Education could be reached. With the research corpus delimited, I set out to analyze the analyzes, where I infer, through the hermeneutic interpretation, what were presented in the three axes of analysis constituted, defined as Propositional Elements, Methodological Elements and Conclusive Elements. With the research, I could recognize that among the seventeen theses studied, eight of them do not deal with the Evaluation as a central theme, and the remaining nine that deal with the theme in their research focus, are placed under several reverberations of Evaluation in the educational context: evaluation as a research practice, external evaluation as a tool for studies around mathematical knowledge and the Evaluation of learning in higher education. Among what I can define as a conclusion, I affirm the importance of establishing spaces for evaluative dialogues in educational institutions, in formal and non-formal environments. Still on the theses, I consider that there are some obstacles that I call obstacles, which prevent certain conceptions about evaluation: the absence of dialogues on evaluation; the separation of didactic-pedagogical and specific training; the requirement to comply with a curriculum imposed and imposed; the emphasis on the results of external evaluations; shortage of academic meetings that disrupt educational programs; a mechanical reproduction of assessment as part of the teaching-learning process. Therefore, I understand this thesis as a driver of new research that studies the evaluation, its perceptions, practices and contexts of concepts and educational operationalization.
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Concepções de matemática e se seu ensino: experiências e reflexões de professores formadores de professores em um curso de licenciatura de proposta integrada e interdisciplinar
(Universidade Federal do Pará, 2018-05-02) MATOS, Mônica Gonçalves; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/ 0000-0002-2704-5853
In this research, we aim to understand the relations of direction and meaning between conceptions of Mathematics and teaching of Mathematics manifested by teachers that train others teachers, involved in an interdisciplinary proposal to train future teachers for the initial years of Elementary Education and Youth and Adult Education, as they reflect on their training, research and teaching practices. We built the question that orientates the investigation: In what terms, teacher-training teachers, involved in an integrated and interdisciplinary training proposal, express conceptions about Mathematics and its teaching, when reporting on their training experiences and when performing their teaching practices? The trajectory we followed was oriented from the qualitative research, whose option was by a collective study of cases in a theoretical multirefencial approach. We selected 05 (five) teacher-training teachers who teach in a degree course offered by the Institute of Mathematical and Scientific Education, belonging to the Federal University of Pará, whose beginning of the teaching activities occurred in 2010, characterizing itself as a new and unique course in Brazil, of an interdisciplinary proposal and integrated in the training of teachers for the initial educational years and Youth and Adult Education, denominated Integrated Degree in Education in Sciences, Mathematics and Languages. The instruments used to collect the information were: interviews, video recordings of classes and theses and / or dissertations written by the participants of this research. For an analysis of the information, we used Textual Discursive and chose to execute a mixed categorization. Practices and the reports of the teacher-training teachers configure as important elements to understand their conceptions of Mathematics and its teaching, as well as these conceptions are related with new pedagogical modes of action. The manifested conceptions are relative to Mathematics as a knowledge of human construction and, therefore, changeable and fallible. As for teaching, they show that for teaching, knowledge of Mathematics content is indispensable, and articulation with others areas of knowledge can be possible through dialogue, partnership and collaboration. Teachers give indications on which they move in the direction of changes of conceptions and practices, demonstrating that they are in the process of constructing the understanding of the proposal of the Integrated Licentiate course, in terms of the development of interdisciplinary practices and the restlessness that moves them to beyond the boundaries of its field of knowledge. Thus, indicating that they are in the process of overcoming the paradigms from which they were formed.
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A criação de problemas matemáticos na formação inicial do professor que ensina Matemática: a construção coletiva de uma prática de formação
(Universidade Federal do Pará, 2017-05-22) RAIVA, Vladimir Nassone Pedro; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853
The research focus on the formation of the mathematics teacher and aims to investigate in which terms the experience in creating mathematics problems, with mathematics teachers-to-be, from their school experience and sociocultural context, focusing their carrier could generate their autonomy, enabling them to become reflexive professionals about their own practice and continuing their professional development. The following question was investigated: from which perspective the initial formal of the mathematics teacher, through mathematics problems creation, focusing his sociocultural context and school experience, can generate a new perspective about the practice and culture of the classroom, about mathematics, through the action reflection and the reflection about the action, enabling professional autonomy? In order to do that, I support the idea that creating mathematics problems, focusing in the sociocultural context and in the teachers-to-be schools experiences, in the action reflection and reflection about the action, having a special look to his carrier (for the action), generate the knowing of the pedagogical action, enables the elaboration of differenced practice, a significative learning and the continuing of his professional development, in an experimental research. Aiming to develop this research, I used, as methodological procedure, an action research or investigative action. The collaborators in this research were 8 mathematics teachers-to-be, in initial formation. The content of the research was mathematics research that were created by the teachers-to-be during the research, discussions and reflections, in pairs and with the class; they received in written form and an initial questionnaire. The questionnaire aimed to know believes of the teachers-to-be to narrow the research about the mathematics concept, mathematics problems, problem solving and experience with mathematics solving problems. Creating problems contributed to the teachers-to-be to be placed as authors of their own learning, authors of their own practice and questioning their believes and conceptions about being a mathematics teacher. Their experiences were brought to the reflections, tried, questioning the pedagogical tradition knowing. In this mathematics problem creation process and reflection, the teachers-to-be understood that the mathematics knowledge construction is a nonlinear process that presents many misunderstandings, due to its coming and going nature. When reflecting about creating their own mathematics problems, it was developed in them the autonomy, because they created the problems and reflected about them. Furthermore, the research enabled the teachers-to-be to become idealizers of practice and not only appliers of recipes outside the school, without the endorsement and reflection from the teacher’s community. This reflection process helped the teachers-to-be to see their own limitations and understand the necessity of reflecting more when demanding tasks from their future students. We constituted a moment to continue their professional development, having in mind that the previous knowledge are necessarily formative. This immersion enabled giving up the docent practices of the teachers-to-be that believed in a noncritical process, because it allowed interpretation, reinterpretation and systematization of past and present experiences. This result made the teachers-to-be look for the pedagogical knowledge about the content, from their limitation of experiences, either previous and the ones acquired during their current formation. They understood that it is possible to see mathematics from a different perspective, the mathematics applications, that are not restrict to numbers; that they can construct their own tasks, mobilizing the previous knowledge to their practice and enable the mathematics content learning.
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Educação matemática no Pará: genealogia, institucionalização e traços marcantes
(Universidade Federal do Pará, 2014-03-12) SILVA, Neivaldo Oliveira; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668
This research theme is Mathematics education in Pará and at investigating the analysis of the dynamics of their formation and, more specifically, its origin, its process of organizing, diffusion, institutionalization and characterization, with reference to the study groups and surveys that were organized in the state, their contexts, as well as its ramifications productions made in the area, mainly in the form of dissertations and theses. My intention is to analyze the existing Mathematics Education in Pará, seeking to identify their ways of structuring and organization, and analysis of existing production, to identify emphases, trends, and striking traits, characteristics capable of giving indicative of the current moment of your process development. Start by defining the approach of research to then make an epistemological foray order to understand the mathematics education as a professional field and related to reality and to the processes of teaching and learning research. To do this, take as a reference Araujo (1980), Carvalho (1991) BICUDO (1994) and FIORENTINI & Lorenzato (2006). In order to contextualize the research make a brief journey through the scenarios of production of Mathematical Education in Pará, at the mention of historical and social aspects of the city of Belém and Pará State, including universities where groups have organized and where originate the research collected and analyzed. That done, I describe the history of mathematics education in Pará, in the form of genealogy, with a path whose initial reference the results of earlier research conducted by me to then present results that allow me to identify a movement whose taproot of Mathematics group that formed in the old club Sciences UFPA, which acted as point of dissemination and spread of ideas and concepts in addition to materialize as a focal point for scholars on the subject. Continuing, I attempt to identify characteristics that allow me to state that the actions of Mathematics Education were institutionalized in our context, which confirm to the study, and finally interpret seek to understand the meaning and the implicit meanings productions, in terms of organization, classification and inferences arising from the outlined Movement, presenting results in the form of state of the art, pointing to the thematic areas emphases Mathematical Modeling, teaching/Learning of specific topics, Troubleshooting, teaching materials and teaching aids, Teacher Training, Ethnomathematics and Adult Education. The diversity of themes, the relationship with the local culture, as well as the connection between them begin to emerge as traits that mark the Research in Mathematics Education in Pará.
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Ensino e aprendizagem de matemática na síndrome de Williams-Beuren: uma abordagem a partir de pesquisas em neurociência cognitiva
(Universidade Federal do Pará, 2020-02-28) SILVA, Fabio Colins da; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/ 0000-0002-2704-5853
Research on Cognitive Neuroscience points to evidence that may contribute to didactpedagogical practices related to the teaching of mathematics for students with dyscalculia (KAUFMANN; VON ASTER, 2012; LENT, 2018; HAASE, DORNELES, 2018). It is in this context that this research aims to investigate the effect of Computerized Mathematical Training on the development of Numerical Cognition (numerical sense, numerical processing and calculus) in an adult student with Williams-Beuren Syndrome. This syndrome causes specific disorder of mathematical learning and compromises skills related to the domains of Numerical Cognition, according to the triple code model proposed by Dehaene (1995; 1999; 2001). This was a qualitative approach research of the case study type. The participant was evaluated in the three domains of Numerical Cognition at two different times (pretest and posttest) using a dyscalculia screening protocol, PROMAT. To improve performance in mathematical skills, the Dybuster Calcularis digital intervention was used, a systematic and consecutive training performed for a period of 12 weeks. The reports generated by the intervention pointed to significant benefits in several skills, such as the estimation of symbolic and non-symbolic magnitude; the sudden estimate of numerosity; the estimation of adding sets of points without counting them; the development of increasing and decreasing oral counting; production and numerical understanding; the number line; the positional value and addition and subtraction calculation with up to two digits. However, the results were not expressive in skills related to knowledge of multiplication and division calculation procedures with up to two digits and the evocation of arithmetic facts. Finally, the research allowed us to reflect on the importance of organizing an Individualized Educational Care Designer based on evidence from studies in Cognitive Neuroscience.
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Entre viagens e viajantes: compreendendo espirais de experiências de licenciadas em matemática no estágio curricular supervisionado
(Universidade Federal do Pará, 2018-06-23) BARROS, Roseli Araújo; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853
The present thesis accosts the Mathematics Teacher Formation in the Supervised Curricular Internship's context. In this study, I seek to understand seven students' experiences during the Mathematics Internship, while students in a public university in the Inland State of Goiás. The qualitative approach investigation, in a multi-referential perspective, falls within the scope of methods (auto) biographical considering the oral and/or written narratives from the mathematics undergraduates. The instrument for gathering data were: (i) final mathematics internship reports; (ii) narrative interviews; (iii) memorials; (iv) shared memories and conversations, which was an opportunity for the research participants reflect on the way of being in the world, with yourself, with others and nature. The narratives were analyzed by comprehensive-interpretive analysis, methodology who was proposed by Souza (2014), but I also consider the Jovchelovitch and Bauer's (2002) contributions. However, as from the research corpus and analysis units, it has emerged four categories: (i) Memories and educational trajectories; (ii) between threshold and passage: the internship time in the mathematics teacher; (iii) Initial teacher's formation and Internship: viewpoints, registries and senses; (iv) Internship and initial itineraries. These categories above were represented by an analysis spiral that simulates the cyclic movements, continued and unfinished of the senses ascribed by research participants during their experiences in the Mathematics Supervised Internship. Schematize it as spiral was possible because the past and present events are interlaced in different steps, even though the experiences don't happen in isolation, they're still historically together. The analysis spirals of categories reaffirm the idea, announced by me, that when mathematics undergraduates speak, listen, read and write about their formation and life history, they develop learning about teaching, which, in this study, it was built in a spiraling movement. These moments were reflected in a specific way and were important to the experience throughout life and formation. Nevertheless, the research participants narratives showed some issues: (i) The schooling trajectories reveal feelings, comprehensions and individual meanings from the memories reference, history and social relations established by the participants in their contact with the school and the mathematics; (ii) The transition from student to teacher's role and vice versa. This action is an inverted symmetry (MELLO, 2000), which it's not simple and means to understand the fact that teaching practice is complex; (iii) The time in the internship reserved for the teaching practice is inadequate to experience a future professional environment. Based on it, some aspects of teaching formation is not seen, such as the teacher-student relationship, the affinity between students and content, students who need pedagogical support and face difficulties, assessment of learning, etc;. (iv) There are some aspects that make teachers leave the profession, for example, the difficulties associated with profession precariousness, a lack of opportunity for teaching practice, low wages and low chances for personal ascension. Therefore, this research denotes the need for a restructuration of internship curricular to attend the needs of mathematics teacher formation. It will allow them to use the theory and practice to elaborate the knowledge needed for teaching.
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Expedição pedagógica: sentidos construídos na formação contínua de professores de Matemática do Campo.
(Universidade Federal do Pará, 2024-01-21) BARREIRA, Jonas Souza; MOURA-SILVA, Marcos Guilherme; GONÇALVES, Tadeu Oliver
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A formação inicial de professores de matemática em atividades investigativas durante o estágio
(Universidade Federal do Pará, 2013-02-08) LEVY, Lênio Fernandes; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668
This investigation occurred in the context of teaching formation in Mathematics, with Licensing students as teachers. These teachers were students who take part in a major subject called Advised Stage IV (focused on high school teaching) at Federal University of Pará (UFPA). Discussions about researcher-teachers and research projects elaboration occurred in meetings of planning during Advised Stage III, in the previous semester. In these meeting, we also discussed with invited speakers about: (i) trends in Mathematics Education; (ii) teaching evaluation; (iii) Mathematics Didactics and (iv) “investigation-in-class” projects. Such speeches constituted helpful and motivation sources for Licensing students, rather than suggestions of objects for students to investigate. Speeches exhorted students for reading journals, books and texts available on the internet, etc., focusing theoretical and methodological issues to research about didactic intervention. Students “researched about their teaching practice” in a laboratory-school, where they disposed of agreement of the school community. In turn, the author of this thesis, teacher of subjects Adviced Stage III and Adviced Stage IV, students' adviser, analyzed their research. More specifically, the author searched to answer [through qualitative analysis of: (i) dialogues; (ii) oral narration; (iii) semi-structured interviews; (iv) observation/perception; (v) (written) research reports elaborated by students; and (vi) students' responses to a semi-opened questionnaire] to the following question: “which aspects of research practices rebound in the constitution of the identity of Mathematics teachers under formation?”. Advised stage, Teaching research & Identity of the (future) Mathematics teacher were, in a complex perspective, central elements in this research. The objective was “to investigate the constitution of Mathematics teachers under formation in the realization of research activities during advised stage”. We concluded, on the occasion of the practical phase of this doctoral research, that “there was repercussion of aspects of the research practices as much in the constitution of the particular / individual dimension as in the constitution of the general / formal / conceptual dimension of the professional identity of each subject / student analyzed”.
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Identidade profissional docente em memoriais de formadores de professores de matemática
(Universidade Federal do Pará, 2021-01-21) SANTOS, Nayra da Cunha Rossy; GONÇALVES, Tadeu Oliver
The main objective of this doctoral research was to characterize a possible professional identity of teachers who are teachers of mathematics, based on aspects emerging from the analysis of their memorials. For this, a study was carried out on the concept of identity investigating its origins in Philosophy and Sociology to build a theoretical basis that took as a reference concepts linked to liquid modernity, by Zygmunt Bauman, as well as Claude Dubar's ideas on identities and their crises, in addition to Edgar Morin's Theory of Complexity. With a view to an understanding of the concept of professional teaching identity, a survey was carried out between national and international productions on this theme, emphasizing the conception of Bolívar (2006), which adopts a narrative perspective. Three memorials of teacher training from the Institute of Mathematical and Scientific Education of the Federal University of Pará (IEMCI / UFPA) were analyzed and they competed for the position of full professor / free holder. They are documents in the public domain, but were voluntarily granted by the subjects and, therefore, we chose to use them referring to their real names. The reading of these documents was performed based on an instrumentation proposed in this research associated with a subsequent analysis based on four guiding axes that emerged from it. Such axes analyze: a) the subject's relationship with the mathematical object; b) the role of experienced identity crises; c) the identification processes for themselves and for others; d) the subject's relationship with the world. Initially, the analyzes were carried out individually to, in a second moment, propose a meta-narrative that would perform the dialogue of the excerpts taken from the memorial and that we consider to influence the constitution of the professional identity of these teachers who are teachers of Mathematics teachers. In this way, we support the proposition that the professional identity of teachers who are teachers of mathematics teachers is constituted in a gradual and non-linear way, based on relationships established with Mathematics or mathematical objects, suffering influences from the world and other subjects, being crises, elements that trigger this constitutive process.
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Interações discursivas e indicadores de habilidades cognitiva sem atividades experimentais investigativas de ensino e aprendizagem em um clube de ciências
(Universidade Federal do Pará, 2022-03-17) COELHO, Antonia Ediele de Freitas; PESSOA, Wilton Rabelo; http://lattes.cnpq.br/0244057330247829; https://orcid.org/0000-0002-9966-9585; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853
The investigation teaching has been used by several teachers as a didactic-methodological strategy that aims to achieve, in addition to more effective participation of students, greater development of the teaching and learning process in several areas of education, especially in science teaching. Thus, active teaching methodologies that use practical activities associated with manipulative actions, such as Investigative Teaching Sequences (ITS) can provide moments of Discursive Interactions (DI), in which scientific knowledge can be characterized in more evident ways. Thus, this study analyzed how the forms of DI that take place during an SEI, about concepts involving the problem of sound, cooperate with the emergence of Indicators of Cognitive Skills (ICS) in eight students participating in the Science Club “Prof. Dr. Cristovam W. P. Diniz”. We characterized this research as qualitative, using micro genetic analysis to interpret the verbalized DIs perceived in the relationships established between the monitors and the students participating in the Science Club. We tried to identify these ICS in writings and drawings produced by these students, besides elaborating and characterizing an SEI composed of five stages, having as support the concluded research and the experience of the author during the years of performance as a monitory teacher of this space. For data triangulation, we used videotaping, observation, and analysis of written and/or drawn records. The Science Club is considered a non-formal educational environment for teaching, research, and extension of didactic actions focused on Science and Mathematics in fifth and sixth-grade classes of elementary school. With the analyses performed, we identified that the skills developed by the students during the DI are continuously related to the desired proposal, and it was possible to notice ICS based, above all, on the organization, exposition, and explanation of ideas. On some occasions, we evidenced the concentration of mental resources, identification, and analysis of the hypotheses, besides the justification of the results. The generalization of the problem was also evidenced in some episodes. These ICS occur on occasions simultaneous to the IDs that express, mainly, requesting information, providing clues, mirroring, problematizing, and restructuring.
Acesso aberto (Open Access)
Interações discursivas e indicadores de habilidades cognitivas sem atividades experimentais investigativas de ensino e aprendizagem em um clube de ciências
(Universidade Federal do Pará, 2022-03-17) COELHO, Antonia Ediele de Freitas; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853
The investigation teaching has been used by several teachers as a didactic-methodological strategy that aims to achieve, in addition to more effective participation of students, greater development of the teaching and learning process in several areas of education, especially in science teaching. Thus, active teaching methodologies that use practical activities associated with manipulative actions, such as Investigative Teaching Sequences (ITS) can provide moments of Discursive Interactions (DI), in which scientific knowledge can be characterized in more evident ways. Thus, this study analyzed how the forms of DI that take place during an SEI, about concepts involving the problem of sound, cooperate with the emergence of Indicators of Cognitive Skills (ICS) in eight students participating in the Science Club “Prof. Dr. Cristovam W. P. Diniz”. We characterized this research as qualitative, using micro genetic analysis to interpret the verbalized DIs perceived in the relationships established between the monitors and the students participating in the Science Club. We tried to identify these ICS in writings and drawings produced by these students, besides elaborating and characterizing an SEI composed of five stages, having as support the concluded research and the experience of the author during the years of performance as a monitory teacher of this space. For data triangulation, we used videotaping, observation, and analysis of written and/or drawn records. The Science Club is considered a non-formal educational environment for teaching, research, and extension of didactic actions focused on Science and Mathematics in fifth and sixth-grade classes of elementary school. With the analyses performed, we identified that the skills developed by the students during the DI are continuously related to the desired proposal, and it was possible to notice ICS based, above all, on the organization, exposition, and explanation of ideas. On some occasions, we evidenced the concentration of mental resources, identification, and analysis of the hypotheses, besides the justification of the results. The generalization of the problem was also evidenced in some episodes. These ICS occur on occasions simultaneous to the IDs that express, mainly, requesting information, providing clues, mirroring, problematizing, and restructuring.
Acesso aberto (Open Access)
A neuroeducação e a teoria das situações didáticas: uma proposta de aproximação para atender à diversidade em sala de aula
(Universidade Federal do Pará, 2020-05-12) FERREIRA, Hércio da Silva; LAMEIRÃO, Soraia Valéria de Oliveira Coelho; http://lattes.cnpq.br/1983712664061587; https://orcid.org/0000-0001-8449-3823; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853
In some decades the Neuroscience has been getting more space in the scientific context through auspicious results for the Education field. However, bringing these results to the classroom has also been a difficult step to overcome. Then, worried about that, many researchers proposed multi or interdisciplinary research in a try to solve this issue, and also some of these researchers suggest a both-handed path, which means that educational researchers could either bring their results related to the teaching-learning process to the Neuroscience field. Based on these models a lot of new proposals for the creation of a new science area came out, whereupon the denomination present so many labels, and among these “Neuroeducation” and “Mind science, Brain and Education” stand out. It was launched in these models a rough consensus about the science areas which must be part of this new scientific field, videlicet: Education, Psychology, and Neuroscience. And, here it will be using the term Neuroeducation to refer to this emerging field. In this thesis is proposed an approach within the Neuroeducation and the Theory of Didactical Situations (TDS), by Guy Brousseau, through a Multidisciplinary Neuroeducational Research Model. This Model enabled discussions about the viability of the insertion of results into the Neo-Piagetian Approach by Bidell and Fischer (2017), and the Socio-Affective Neuroscience by Immordino-Yang in TDS. It presupposed that one cause of the learning difficulty in scholar mathematics is the fact that the teacher does not consider the diversity usually found in the classrooms, which in this work is represented by factors: contextual (learning context in the classroom), socioeconomic (socioeconomic status of the students) and socioemotional (math’s anxiety). These discussions point out the possibility of reflecting about teaching strategies which contemplate the learning context change in the classroom (through contextual support) and creation of meaning for the mathematics knowledge (through extra class works which afford the students an opportunity to apply their mathematics knowledge acquired at school into their daily activities, namely: sports, professions, etc.). These strategies could support the growing status of the students’ mathematics accomplishment, also in the adaptation of less socioeconomically favored students to scholar mathematics and in the identification, remediation, or reversion of the math’s anxiety, further, acting as motivational agents in mathematical learning. This insertion viability of those teaching strategies into the TDS and its possible contributions in this theory application are discussed along with this work and presented at the end as a Neuroeducational Proposal of application of the TDS. In this sense, the Neuroeducational Proposal made out in this work, suggests complements in the teachers’ acting in classroom in each didactic moment in the TDS, enabling the reflection over the possibility to ease or revert difficult cases of mathematics scholar adaptation and the case of mathematics anxiety.
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Práticas investigativas na formação de futuros professores de matemática
(Universidade Federal do Pará, 2017-07-12) BACURY, Gerson Ribeiro; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853
The experiences, that is, the reflections coming from the contact with the real context of the classroom, are essential in the process of becoming a teacher of Mathematics. In this perspective, it is necessary that the Supervised Internship discipline provides opportunities, establishing links between the theoretical knowledge acquired during the training process of the future Mathematics teacher and the reality of the Basic Education schools, consolidating the relations present in the teaching, in order to materialize them in mobilizing actions, in the classrooms. We consider the realization of Investigative Practices, constituted in the Group of Studies and Research of Investigative Practices in Mathematical Education (GEPIMat), and marked by the critical collaborative work as the catalyst for change and transformation in the teaching attitudes of the future teachers of Mathematics. From these, we seeked the understanding to answer the question that guided this research: What is (are) the relation (s) between Investigative Practices and the changes and transformations in the training of future Mathematics teachers? To do so, we aim to: Analyze the relationship between the introduction of Investigative Practice and the changes and transformations in the training of students of the degree course in Mathematics during the Supervised Internship. In this sense, we used the theoretical contributions, so we realized, first, the mapping in theses and dissertations that approach the Supervised Internship in the courses of Licenciatura in Mathematics; and then we turn to scientific articles from periodicals specialized in Mathematics Education. In this way, the investigation has developed in order to constitute an epistemic understanding about the Investigative Practices in Mathematical Education. The methodological path taken to meet our objective and, therefore, to answer the research question, was traced by the collaborative research, in the critical reflective perspective proposed by Ferreira (2012a) and Ibiapina (2008), together with eleven participants - academics regularly enrolled In the disciplines of Supervised Internship, of the Mathematics Degree course of the Federal University of Amazonas (UFAM). The results obtained in reflective sessions showed that it is only possible to configure the Supervised Internship as an agent that mobilizes change and transformation in the teaching attitudes of future Mathematics teachers, when it is carried out through the Investigative Practices in Mathematics Education, as the effective materialization of relation between theory and practice; as the mathematical content and the pedagogical action - so discussed in the academy - mediated by a group of studies and research, based on critical reflective collaborative work, integrating the coordinating teacher of the discipline, trainees and students from partner schools.
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O que revelam os formadores de professores de matemática sobre formar professores reflexivos e pesquisadores de sua prática
(Universidade Federal do Pará, 2021-11-16) ALBUQUERQUE, Andréa Souza de; GONÇALVES, Tadeu Oliver; Lattes iD http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853
This study analyzed perspectives from Mathematics teacher educators in the State University of Pará (UEPA), focusing on how to educate reflexive teachers who are also researchers of their own teaching practices. Such an approach advocates for an epistemology of professional practice in conjunction with research as a formative principle; one of its ideas consists of building knowledge concerned with practical needs, so to respond to complex demands posed by teacher’s initial education. The study goal is to understand aspects of initial education on which teacher educators base their action, in order to develop teaching process towards educating teachers, both reflexive and researchers of their own practices. In a specific manner, the study set out: to map the reflexive and researcher teacher concept, as it is engaged with by theorists in the field; to identify the idea of a reflexive and researcher teacher, as it is described by Mathematics teacher educators within UEPA; to verify how, in the educator’s speech, an initial practice is aligned to the reflexive and researcher teacher theory; to outline possible contributions to professional development of teachers based on a reflexive and research-informed practice, as it is discussed by the literature and by the Mathematics teacher educators from UEPA. The research subjects are five teacher educators from the undergraduate course of Mathematics in UEPA. The research adopted a qualitative approach, with the theoretical and methodological framework based on en empiric study, to be developed through the technique of semi-structured interview, in conjunction with bibliographical research. Results showed that teacher educators’ ideas regarding reflecting over practices is related to two other ideas: a first one which limits such a reflection to what takes place in the classroom; and another one which goes beyond the classroom, as it analyzes context and political questions as important factors to be taken into consideration, also demonstrating an alignment between this idea and more critical theoretical references among Mathematics educators. Regarding research and reflection over professional teaching practices, results show as pathways: the act of relating high education contents with episodes and problem-situations of Elementary education, something to work as a source of study and research; the method diversity; the teaching being planned and developed with other educators, with activities in training and evaluations, both as moments to understand and realign teaching practices. They also lead to affirming how research is a necessary condition for educators who act upon the initial education, as it allows them to widely gaze at teaching, as well as to amplify their autonomy and professional development, in order to make sure there are changes in teaching practices. Regarding contributions of reflection and researching on practice for teacher professional development, they describe educators’ major engagement with research groups, with studies about teaching methodologies, and concerns related to outlining a curriculum oriented for reflecting upon practices for improving teachers’ action in elementary education. However, they also reveal that initial education lacks approaching reflections on educational policies and wide social questions.
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A relação do professor com o saber matemático e os conhecimentos mobilizados em sua prática
(Universidade Federal do Pará, 2014-04-04) SILVA, Itamar Miranda da; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668
This work aims to seek understanding about the relationship of the teacher with the mathematical knowledge and identify knowledge mobilized in its practice. We understand that the subject is justified because according to research in own institution of teacher training that teaches mathematics have reported difficulties faced by the teacher in mastering knowledge that can spread mathematical knowledge. Thus, the theme inserts in the own reality of the problem faced by the teaching profession in regard to ways of acting and thinking about the teaching of school mathematics. Methodologically, the study is part of a qualitative approach, and for the construction of empirical research we accomplished two training ways. The first way we call the simulated class study (SCS), which counted with the participation of four subjects of a full degree course in mathematics, which happened during the accomplishment of the discipline supervised stage II. The second training way was developed with the ideas of the Anthropological Theory of Didactics (ATD), which we assume the way of study and research (WSR). This way was initially set up with the participation of seven teachers who were in process of continuing education in a Specialization of Mathematics Education, that occurred during the realization of discipline Methodological Tendencies in Mathematics Education. Beyond the direct observations captured in those two training ways, we use as instruments of data building and information, the observations of lessons, which were recorded in audio and video, as well as we resorted to the questionnaires, interviews less structured, notes and activities developed and registered , that were disposed by the subjects. From the data and information obtained, we selected facts that composed a lot of ideas, but we analyze according the theoretical basis adopted. As a result, it was possible prove, for example, that the way that the teacher relate to the mathematical knowledge and other knowledge that he mobilizes during your practice, they are reflect, in many aspects, of his experiences as a student. Then, from the analyzes of procedures that emerged from the training ways, we developed a teaching device that may contribute to the anticipation of ways of acting and thinking the teacher about his practice in relation to the mathematic teaching for basic education guided in the reflection about a concrete teaching object.
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Relações entre ansiedade matemática e a formação de professores: uma revisão sistemática em pesquisas acadêmicas (1998-2022).
(Universidade Federal do Pará, 2024-02-29) MATOS, Maria Dulce Gonçalves de; LAMEIRÃO, Soraia Valeria de Oliveira Coelho; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668
Our research focuses on the mathematical anxiety (MA) of teachers in initial and/or continuing training. In this sense, we formulated the following research question: In terms of academic research, what factors potentiate the triggering or increase of math anxiety in teachers and/or future teachers in training? We sought to align this research question with the general objective by delimiting it as follows: To systematize factors that can trigger or increase mathematical anxiety in teachers and/or future teachers in training described in academic research. Our specific objectives are: i) to identify academic research in English and/or Portuguese that deals with mathematical anxiety and teacher training; ii) to investigate mathematical anxiety in teacher training; iii) to analyze possible relationships between mathematical anxiety and teacher training. Thus, based on the ideas of Bauer, Borba and Araújo, we chose to carry out qualitative research, using a bibliographical approach, specifically a systematic review from the perspective of Mendes and Pereira. We adopted theoretical contributions to talk about math anxiety, taking Carmo and his collaborators as our main reference. To deal with Neuroscience and Education, we used the contributions of Damásio, Lent, Guerra, among others. Following the systematic review protocol (research question, objectives, inclusion and exclusion criteria, Prisma Parameters and Joanna Briggs' Methodological Quality Assessment), we selected 55 (fifty-five) articles that addressed the subject of this investigation. In our immersion in the results of the research, we selected the following factors: negative experiences with mathematics; self-efficacy beliefs and attitudes towards mathematics; teacher training processes and gender stereotypes related to mathematics, with the potential to trigger or increase the mathematical anxiety of teachers and/or future teachers of basic education in training. Given this situation, we believe it is urgent to use different strategies to break the cycle formed by these factors in different environments, especially in the academic environment. In this sense, we see the importance of teacher training programs contemplating the analysis of the factors that potentiate and/or are responsible for triggering math anxiety in both students and teachers.
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Saberes de professores formadores e a prática de formação para a docência em matemática nos anos iniciais de escolaridade
(Universidade Federal do Pará, 2013-09-04) MANFREDO, Elizabeth Cardoso Gerhardt; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668
Knowledge of teachers trainers of teachers in life trajectory and the teaching mathematics in the early years of elementary school is the subject of this narrative research based Connelly, Clandinin (2008), Benjamin (1994), Gill (2011) and others authors. Source in the literature of knowledge and professional knowledge teachers Tardif (2000, 2002); Tardif, Raymond (2000), Shulman (1986, 2005), Gauthier et al (2006), I ask as knowledge are constructed along of life trajectory teachers trainers and how manifest themselves in training practices for teaching math of teachers in initial training. The research objective is examine the construction and expression of knowledge over life experiences and training that impact on thinking and develops the practices in preparation contexts of student for be the teacher of children. Based in the dialogue with authors and constructs about the life trajectory and training (NÓVOA, 1992, 2000; MOITA, 2000) advocate that knowledge erected in each trajectory delimit ways of thinking and acting in the practices. In the narratives and us movement of mobilization there knowledge's repercussions in tune biographical and pragmatic that provides an education for teachers with particular defining features of training according to each personal history and training contexts where they occur. My interlocutors were five university professors from three universities located in Belém, Pa; who agreed to participate and work as teachers trainers of teachers in curricular activities related to mathematics. Analyses are constructed from questionnaires and semi-structured interviews, field notes, classroom observations, various documents, and narrative texts written by them. I interpret by life trajectory and professional training experiences the constitution of knowledge during each narrative outlining times in the spaces, plots, conflicts, characters. In the present analysis is presented the singularity each subject with through successive and dialogical interpretations that emerge from the implicit knowledge in the various manifestations silent or declared since the start of the acquisition of knowledge through the family, school and professional socialization in the degree course in mathematics, demonstrating knowledge in these processes; well as analyzing subsequent processes of professional socialization in professional practice, emphasizing striking and recursive experiments, and finally crowning the analytical texture about the object of the thesis discuss the pedagogical knowledge in motion or action included in the reasoning process pedagogical organized in two dimensions for which the maker movement converges for the diverse knowledge built in the trajectories investigated: knowledge of teachers trainers of teachers related to teaching mathematics and professional training for the teaching in mathematics. This movement supports the thesis that the thought and practice forming reflects their beliefs, conceptions and learning in formative processes justifying choices, attitudes and approaches taken and featuring making didactic model and is representing a model of professional training of teachers to teach mathematics in the early years of elementary school.
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Sistema Xerente de Educação matemática: negociações entre práticas socioculturais e comunidades de prática
(Universidade Federal do Pará, 2016-08-23) MELO, Elisângela Aparecida Pereira de; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668
When considering the complexity that involves the formation of indigenous teachers and the teaching of Mathematics in indigenous schools, especially in relation to the interconnections of socio-cultural practices to educational and training activities, which was researched in this work, in which ways can we take the experiences from the socio-interactive activities of the Xerente indigenous peoples as a base for actions to teachers who teach Mathematics in communities of practice. The question that guided this research was, in what sense the socio-interactive activities, experienced by the Xerente indigenous peoples in communities of practice, can mobilize training activities within the discipline of Mathematics for teachers who teach Mathematics at an indigenous school. Hereby, we used the ethnographic qualitative type of research for the collection of information in two villages of Porteira settlement (Nrõzawi e Salto–Kripre) about socio-cultural practices affiliations of Xerente indigenous peoples in exogamous patrilineal halves Doi and Wahirê, and male belonging in the parties of big logs of painted buriti –ĩsitro–Htâmhã and Stêromkwa. The theoretical approaches taken in this research were the communities of practice, within the discipline of Mathematics and Ethno-Mathematics, as they propitiate a rereading of these cultural practices within a view that triggers further actions in and for the training of teachers, starting from the negotiation of the meanings of cultural practices of these indigenous. The results obtained throughout the analysis indicate that the Xerente indigenous communities, in their socio-cultural practices, share a sort of joint venture, a mutual commitment and a shared repertoire in order to constitute themselves as communities of practice. Therefore, Srêmtôwẽ indigenous school goes, in their didactic and pedagogical actions, in the direction of forming communities of practice from the collective collaboration of socio-cultural practices that contribute to the creation and recreation of new Mathematics learning.

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