Programa de Pós-Graduação em Docência em Educação em Ciências e Matemáticas - PPGDOC/IEMCI
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/8498
O Programa de Pós-Graduação em Docência em Educação em Ciências e Matemáticas (PPGDOC) integra o Instituto de Educação Matemática e Científica (IEMCI) da Universidade Federal do Pará (UFPA). O Curso diferencia-se da especialização (Pós-Graduação lato sensu) em áreas de ensino pelo aprofundamento do conhecimento de metodologias de pesquisa e de aprendizagem, efetivo processo de produção do conhecimento sobre e na ação docente, bem como pela obrigatoriedade de desenvolvimento de um produto de ensino.
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Item Acesso aberto (Open Access) Aplicação do multiplano como alternativa metodológica no ensino das quatro operações fundamentais para alunos com deficiência visual(Universidade Federal do Pará, 2023-09-01) MORAES, Larisse Lorrane Monteiro; ARAÚJO, Marcelo Marques de; http://lattes.cnpq.br/0186126063457328; https://orcid.org/0000-0002-8251-806XThis research refers to the teaching of the four fundamental arithmetic operations in an inclusive perspective, more specifically, teaching through multiplane manipulable material. The objective of this is to investigate the learning of students with low vision, with the application of the Multiplane as a didactic resource in the teaching of the four mathematical operations. Regarding the methodology, this is characterized as a qualitative approach, in accordance with the visions of André and Gatti (2008) and Gamboa (2003), having as methodological procedures the case study and, for data analysis, we used the resolution technique of problems according to Polya (1995). The study was carried out, from September 5th to November 30th, 2022, with a teacher and a student, who has low vision of the 5th grade class of elementary school in the early years of a Public School of Elementary Education, located in the municipality of Moju/PA. The results show that the material is characterized as a tool that enhances learning, as it enables the understanding of the teacher's explanation in concrete, enabling the student with visual impairment to adapt necessary for learning, as well as the creation of the booklet, an educational product of this research, should help the methodological process of all teachers, that the guidelines created and idealized contribute to the teaching of the four operations in a perspective, which leads to the construction of knowledge with meanings, with understanding and with methodological didactic inclusion. Finally, this study was built to contribute to all professionals, who act mediating the four mathematical operations with students with visual impairment, that the analyzes carried out serve as a basis for new debates, implementations, reformulations and additions, and can be seen as a portrait of the Brazilian educational reality, which admits mistakes, shows the difficulties more than it also points out solutions, because we firmly believe that the use of the multiplane as a didactic resource for teaching mathematics is characterized as an alternative, which contributes to the student's learning with Visual impairment.Item Acesso aberto (Open Access) Concepções e práticas pedagógicas acerca da construção do número voltados para a educação de alunos com deficiência visual(Universidade Federal do Pará, 2019-10-30) SILVA, Ana Mara Coelho da; ARAÚJO, Marcelo Marques de; http://lattes.cnpq.br/0186126063457328; https://orcid.org/0000-0002-8251-806XThis study aimed to investigate the conceptions and pedagogical practices concerning the construction of the notion of number implemented by teaches of the Pedagogical Intervention sector of a polo institution, which serves students with visual impairment. To support the investigation of this problem, we support the notes of Piaget epistemological approach. The research is part of the qualitative research, in the action research modality, developed with seven participants, including two teachers directly involved in the work of the Pedagogical Intervention sector, and five students with visual impairment, attending this learning environment. The research consisted of an observation phase of the activities developed within the teaching of mathematics and specifically related to the object of this research, the numbers, with a duration of three months; semi-structured interviews directed to the teachers and legal guardians of the students selected for this study, in order to understand how mathematical teaching and learning relationships were implemented and maintained within the Specialized Educational Unit (UEES) and in the regular educational context. Then, problem situations were selected and elaborated, which Piaget and Szeminska (1975) propose as primordial for the student to construct the notion of number. The results showed that the lack of teacher training has contributed to mistaken educational practices based on empiricism, without the proper foundation of a theoretical approach. In addition to a teaching centered on memorization and repetition, in which the student learns when exercising certain skills, such as counting numbers, with little daily applicability and that does not allow the student to feel part of the learning process. Likewise, we realize that there is a fragmentation, discontinuity and decontextualization of the work carried out between the various sectors of (UEES) and of these with regular education. Through the activities implemented with the students, it was possible to realize that there is a need for a pedagogical action, with didactic-pedagogical planning, which enables the student to develop mathematical logical reasoning actively.Item Acesso aberto (Open Access) Um estudo sobre o uso da tecnologia assistiva no ensino de ciências para alunos com transtorno do espectro autista: criação do aplicativo e software educacional Casulo TEA(Universidade Federal do Pará, 2022-01-31) PANTOJA, Bianca de Fátima Fonseca Jardim; ARAÚJO, Marcelo Marques de; http://lattes.cnpq.br/0186126063457328; https://orcid.org/0000-0002-8251-806XThis research discusses the process of development and validation of the application and software "Casulo TEA", which targets students with Autism Spectrum Disorder – ASD, the general objective was the creation of the Application and educational software, focused on the process of teaching and learning the theme of the human body. This program functions as an Assistive Technology, as it serves as a tool to support the teaching and learning process in science teaching. Both the application and the software are composed of the phases: skeleton; body parts; accessibility and hygiene. This work is a case study, and a qualitative research, conducted with three students with ASD, nine science teachers and a Psychopedagogist as collaborators, in a federal college in the state of Pará. The investigation had the theoretical contribution of Vygotsky on learning and development; of Mantoan (2011; 2019); of Chiote (2019); Pletsch and Damasceno (2009) and Ferrari (2012) to address the issue of education, from an inclusive perspective; of Mól (2019) to work on Science teaching from an inclusive perspective; of Bersch (2017) and Ávila et al. (2013) on Assistive Technology; and Chassot (2000) for scientific literacy; among others. With this theoretical framework, the author problematizes the teaching and learning process of the curricular component of Sciences, aboute the "Human Body", and performs the validation test, with three students with ASD, with different levels of the disorder. In the elaboration of the "Casulo", it was decided to use multimedia audio and video resources, in order to work attention and concentration of students through sensory resources. The results of the application/validation of the "Casulo TEA" was confirmed, both in relation to its applicability and its functionality, in both results were positive, exceeding expectations, significant results were obtained, as it was verified the relevance of the application and the software for serving as "mediators" of the learning process, since they were very specific, meeting the methodological demands of students with the three different degrees of ASD: severe, moderate and mild. Thus, the "Casulo TEA" assisted students in understanding the object of human body knowledge, because after the use of it, it was found that the students identified hygiene objects, body parts, function and classification of bones. Therefore, the "Casulo TEA" was considered as a tool to support the teaching and learning process for students with ASD. It is believed that these educational products, be able to mediate and enhance the teaching and learning process, assist in the autonomy of students, besides collaborating with the construction of knowledge about the human body for subjects with ASD, who, due to the disorder, have sensory specificities that can affect their body perceptions and their learning process, hence the importance of the work developed from the socio-historical perspective, based on Vygotsky (2001), which advocates the capacity of human learning through language mediation taking into account the cultural relationship of the human being with the world in which it is inserted.Item Acesso aberto (Open Access) Experiências e formação inicial e continuada de professores que ensinam matemática: elaboração de recursos didáticos de números decimais para alunos surdos(Universidade Federal do Pará, 2021-05-28) VALENTE, Isabel Lopes; ARAÚJO, Marcelo Marques de; http://lattes.cnpq.br/0186126063457328; https://orcid.org/0000-0002-8251-806XInclusive education for deaf students in our country has been a challenge, even though there are laws and decrees that ensure this right. In Mathematics Education, the teaching and learning process encounters barriers, both by the legal means and by communication, since the mathematical language, expressed in Portuguese, already ensures a certain degree of difficulty in understanding. In view of this, we aim, in this work, to investigate the potentialities of the development of didactic resources to be used in the teaching and learning process of decimal numbers in additive operations aimed at deaf students. As for the theoretical framework, Balbino, Campos and Chaquiam (2015), Ifrah (1994), Mantoan (2000), Paixão (2010), Sales (2013), Schön (1992), Skliar (1998, 2001) contributed summarily to this research , Silva, Sá e Silva (2015), Vygotsky (1984), among other authors and researches that we use in the process of theoretical appropriation and historical construction of Mathematics Education. The research is considered qualitative, as according to Bogdan and Birklen (2012), this type of research is more concerned with the process than with the product of the results obtained. The survey participants were a total of 57 teachers, being 43 trained and 14 in training. An action-research was used, with three workshops as scenarios, within the scope of initial and continuing training, namely: workshop 1 - took place in the municipality of Abaetetuba in the Libras discipline of the Licentiate Degree in Mathematics by the National Training Plan with the participation of 23 undergraduate students - PARFOR, workshop 2 - was held with 14 students of the seventh semester of the Integrated Licensing, in the city of Belém, at the Inclusion Laboratory and workshop 3 - was held at the Tiradentes I State Elementary and High School, during the period of Teachers' Pedagogical Week, involving 20 educators from all disciplines that have students with deafness in their classes, in the city of Belém, in the Inclusion Laboratory and workshop 3 – was held at the Tiradentes I State Elementary and High School, during the teachers' pedagogical week, involving 20 educators from all disciplines that have deaf students in their classes, in the city of Belém. The collection of empirical material took place through audio-recordings, followed by transcriptions, interviews with teachers and video of the moments of the workshop for the construction of teaching resources. We had as an analysis tool, the Textual Discursive Analysis by Moraes and Galiazzi (2013). In this perspective, we have the descriptive analyzes of the workshop participants as well as the research questionnaire. The results obtained are associated with the teacher's awareness of the need to reflect on their teaching practice towards inclusion, promoting the construction of didactic resources suitable for the teaching of mathematics to deaf students and the availability of a propositional product in the reflection and awareness of building a methodological adequacy of the participants about the mediation of teaching decimal numbers to be used by teachers in teaching deaf students.