Programa de Pós-Graduação em Educação em Ciências e Matemáticas - PPGECM/IEMCI
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2290
O Programa de Pós-Graduação em Educação em Ciências e Matemáticas (PPGECM) faz parte das atividades do Instituto de Educação Matemática e Científica (IEMCI), antigo Núcleo de Pesquisa e Desenvolvimento da Educação Matemática e Científica (NPADC) da Universidade Federal do Pará (UFPA). O PPGECM visa oferecer aos graduados e formadores de professores das áreas de Ciências (Física, Química e Biologia), Matemática, Educação Ambiental e áreas afins, oportunidade de estudos e pesquisas sobre os fundamentos atuais do ensino e pesquisa na área de Ensino de Ciências e Matemáticas (Área 46 da CAPES).
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Navegando Programa de Pós-Graduação em Educação em Ciências e Matemáticas - PPGECM/IEMCI por Orientadores "CHAVES, Sílvia Nogueira"
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Item Acesso aberto (Open Access) 1955: o saber matemático escolar na subjetivação de trabalhadores(Universidade Federal do Pará, 2014-09-11) SGROTT-RODRIGUES, Ana Maria; MANCINO, Emanuela; https://orcid.org/ 0000-0002-6736-5931; CHAVES, Sílvia Nogueira; http://lattes.cnpq.br/9353964127402937; https://orcid.org/ 0000-0002-9771-4610In this research context we conduct ourselves building a "history of today", about ways of subjectivity of workers from different labor areas, in the relationships they establish with the knowledge-power practices and with the truth games in the field of School Mathematics Education, space in which occupies a place of relevance in the socioeducational context, due to the dissemination and value assigned to it. We take on the challenge of talking about the variation of the subjectivity ways produced by statements and enunciations of the mathematical discourse, exploring the sayings of workers that enable to see: Which subjectivities are produced in the relations established by the individuals with school mathematics? How is the production of subjectivities from these relationships? We start from the narratives of workers to broader cultural narratives, searching the threads that weave and sustain the discursive network that enables to say and see the mathematical knowledge in the constitution of the subject. To analyze how the discourses reverberate in the ways of being, seeing and telling in relation to school mathematical knowledge, we will use the theoretical tools designed by Michel Foucault, considering from his teachings that workers are historical subjects, forged in history, as well as in the cultural context that runs through them, once subjectivity is not innate, but fabricated and imposed by the discourses that produce us historical and culturally. With this understanding and the intricacies of the provocation arising from Foucault, we brought to our thinking in relation to how the workers place themselves in the struggle between their labor mathematical knowledge and erudite knowledge of mathematical science, the mechanisms they use and the effects of this fight, or the acceptance of the erudite in what they do. We emphasize that the mesh of discursive and non-discursive practices produces mathematics as knowledge that qualifies a person, a people, a nation, producing at the same time the "good"student, the successful worker, and also the disabled, the unsuccessful worker. However, if there are subjections, there is also resistance, refusal, insurrections. From them are born other ways of being, other knowledges, other mathematics that make new truths appear, new skills that dispute and pluralize spaces of power in the broad discursive symphony. This encourages us to say that if life is a friend of art, it is possible with art to invent, incessantly, mathematical knowledge which mean the opening of this big prison closures that are the boundaries.Item Acesso aberto (Open Access) A biologia e a invenção de um corpo normal(Universidade Federal do Pará, 2019-12-13) TAVARES, Geórgia de Souza; CHAVES, Sílvia Nogueira; http://lattes.cnpq.br/9353964127402937; https://orcid.org/0000-0002-9771-4610Life! It speaks both of an inherent quality of the living as much as what the living do. Without noticing, the two perspectives are mixed, and more, they are linked to each other. Is it what make us alive that says how we should behave? Is it the anatomy-physiology that determines what is the correct behavior to live life? The Greek terms bíos (forms of life) and zoé (common life of animals, men and gods) appear to cut off the certainty that biology studies life, seen from this perspective as a cohesive unit. The thesis defended here is that the tripod form - function - reproduction is the basis of a biology of the norm/moral, sustaining the construction of a standard way of life. Using the analytical tools of Michel Foucault, the human body and the interlacing spaces of life, living and experience are placed as protagonists. As a criterion for choosing the materials which compose the thesis, emerged the ones which make us see how the norm biology is part of our lives, guiding our actions and validating what is said and what we say to be right actions. The focus was placed on the saying about a moral for human behavior, which uses biology as a validation argument. Therefore, the diversity of elements became documents. The material used went through formal education (textbooks; academics); the media (television news, magazines); leisure spaces (movies, literature); laws and decrees. From this point we built arguments to answer the questions: What is this life that Biology says to study? How does this tripod (form - function - reproduction) sustain bíos life (qualified life) as it is presented today? What living are we making with this perspective? Understanding that life express much more about political aspects than purely anatomical-physiological, we come to the construction of two new terms, to support diversification: zoélogia and bíoslogia, spot of living bodies which escape, do not plant the whole medium curves. And the plural ways of life run through the zoélogia. Whether on its surface we see a common, natural, animal-life, in its base the contingency guarantees the possibilities that are so cherished to the living.Item Acesso aberto (Open Access) O que é ambiente hoje? quando imagem é enunciado(Universidade Federal do Pará, 2016-04-16) OLIVEIRA, Albaneide Cavalcante; CHAVES, Sílvia Nogueira; http://lattes.cnpq.br/9353964127402937; https://orcid.org/0000-0002-9771-4610This study attempts to examine the imagery statements about the environment in the media, more specifically the five institutions' awareness campaigns, which work on environmental causes (ITCA). We deal with the environment as a product of speeches and not as a perennial space/place where human beings live, always in harmony with everything that surrounds them. The environment as a discursive object, changes in accordance with the historical, cultural and social conditions. Because for the economic discourse the environment is sustainable; in the environmental discourse it is untouched; however to the military policy of the Brazilian government in the 1950s it was pervadable; in biblical stories it was dominated; ein cultures of forest people it was sacred, but and at present, what means environment ? In order to signal responses to this question, we silenced the old biological beliefs on the purity of science and we allow this thing that we call environment to vibrate and multiply. We took the concept of discourse in Foucault's perspective, which not only considers it as word said, but as a set of practices, which are always producing multiple truths on the things, and producing the very things of what they speak. If we regard to the environment as production of speeches, we may consider the utterances as the very images in which we look back, and not that the utterances are contained within the images, as would defend the theory of representation. They are the bio (eco) images producing visibility and what need to be told on the environment, manifesting itself in the dispersion on different discursive formations, and questioning the regularity with which the utterance appears in course of time. As from the selection of the empirical material, comprising the bio (eco) images of ITCA, we associate the utterances that produce ways of seeing and telling the environment that they know how to defend themselves, and therefore do need to be maintained and preserved; those who intermingle speeches of the economy, ecology and society; those who only have conditions of possibility in combination with other utterances, because on their own it would not be possible. They are un/sustainable. Other utterances have been associated because they produce ways of viewing the environment that must be preserved or supported by a number of discursive and non-discursive practices, supported in aesthetic, ethical and affective criteria. In this environment model, the statements about pandas, tigers, monkeys and produce an environment that needs protection, and even when the static attribute is affected, as in the case of "human beings who evolved uniquely" like snails, the Tasmanian Devil, blobfish also "deserve protection," by ITCA specialized in protecting the ugly. The statements about environment produce modes of uttering and a view on environmental issues or give lessons on "how to relate" and “how to take care of the planet”. In all cases, the utterances produce ways of viewing as the environment as one, which educate man that we call (bio) education. The problematics of these discursive constructions goes beyond what we have learned in books and biology classes, and raises the possibilities to produce un/pre/visable environments. And perhaps of these environments that we lack nowadays.