Navegando por Orientadores "BARROS, Osvaldo dos Santos"

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Alfabetização cultural Ka’apor: etnomatemática nas práticas de cestarias e grafismo corporal
(Universidade Federal do Pará, 2023-11-06) BARROS, Estelita Araújo; LIMA, Aline da Silva; http://lattes.cnpq.br/0664954001664179; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437
This research reports work experiences in indigenous School Education, with teaching practices focused on themes, which, based on the cultural knowledge and actions of Ka’apor students, address how these are related or not to the National Common Curricular Base - BNCC. The aim is to reflect on how to work with these contexts in school spaces, in a way that can serve as a reference for other professionals and provide guidance on an intercultural and interdisciplinary teaching and learning proposal that contributes to the process of teaching and learning mathematics in order to visualize the importance of cultural elements such as: making wasahã (bread pan), ka'apor body graphics, among others culminating in the creation of an educational product entitled “Ka’a ro hehe ukwaha ke” Knowledge Notebook: Ethnomathematic Literacy in the Ka’apor Culture. To this end, the contents of mathematics stand out: geometric figures, counting and length measurement, with the purpose of valuing the knowledge and practices of the community in dialogue with mathematical knowledge, which through methods of ethnographic research, bibliographical research and the experiences lived through participant observation with the Ka'apor students, point us to methodological paths for developing materials aimed at differentiated teaching practices, as possibilities in adding and valuing the forms of subsistence and survival of the Ka'apor people.
Acesso aberto (Open Access)
Alfabetização matemática: comparação e quantificação no 2º ano do Ensino Fundamental.
(Universidade Federal do Pará, 2024-07-10) SILVA, Lenilda de Araujo; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437; https://orcid.org/0000-0002-7185-4009
Acesso aberto (Open Access)
Educação matemática: construindo performances matemático-musicais
(Universidade Federal do Pará, 2017-10-11) OLIVEIRA, Relinaldo Pinho de; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437
The work described here reports a qualitative research that was motivated from the observations made in the development of my teaching practice in mathematics, when I could observe that one of the factors of demotivation in mathematics classes is the methodological form the class is conducted, most of the teachers use what ALRO & SKOVSMOSE, 2010 call the "sandwich" pattern: first the teacher presents the content of the day, then the students do exercises, finally the teacher corrects the exercises, which usually bring questions with a single answer. Therefore, our proposal aimed to develop and evaluate an alternative teaching methodology using the elaboration and production of mathematical musical performances (PMMs) for the teaching of Mathematics in an attempt to contribute to the learning of students, especially the Elementary School (6th to 9 years). To do so, we conducted a case study in a private school in Belém - Pará, with 35 students from the 9th grade. In the didactic - methodological proposal I used as a resource the construction of PMMs in order to contribute to the learning of contents: potentiation and equation of the 1st and 2nd degree. We base the research on the propositions of Gadanidis and Borba (2008) on Digital Mathematical Performances, as well as the Multiple Intelligences theory suggested by Gardner (1995). The research took place in two moments: presentation of the contents and the construction of the PMMs using songs of their choice that dealt in the lyrics the contents worked in the classroom. From the results we understand that the students prefer the Mathematics class in the content exhibition and that the construction work of the PMMs left the class more dynamic, interactive and stimulating, that the students do not present difficulties in adapting to ruptures of the conventional methods and that the construction of PMMs promotes improvements in the learning of the contents potentiation and equation.
Acesso aberto (Open Access)
Ensino de funções para licenciandos em matemática com uso do software Geogebra
(Universidade Federal do Pará, 2021-03-30) CALANDRINI NETO, Elizeu Cantão de Jesus; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437
The motivation to develop this study arose from some limitations that students have regarding the understanding of the content of polynomial functions in high school and, therefore, the difficulties they present when entering higher education, in exact science courses, more specifically in the Differential Calculus disciplines. Thus, in order to contribute to the overcoming of learning problems in the studies of polynomial functions, we used the contributions of new technologies for the teaching of mathematics, proposing a teaching material aimed at teaching polynomial functions using the Geogebra software as a teaching resource , to assist in the understanding of these contents and their properties, aiming to raise the rates of use of studies in the disciplines of differential calculus. The study methodology is divided into four stages, namely: a case study in the Didactics of Mathematics discipline, with a class from the Mathematics Licentiate Course at the Federal University of Pará - UFPA, Campus Abaetetuba; case study with application of a didactic workshop for students entering exact science courses on the Abaetetuba campus, participants of the Learning Leveling Courses Program - PCNA - Leveling in Mathematics and Physics; creation of a notebook of activities, assembled in digital format (e-book) and made available on the website of the Tocantina Amazon Mathematics Teaching Laboratory – LEMAT, finally, the application of online classes, available on the LEMAT GETNOMA channel, on You Tube platform. The results obtained strengthen the idea that working on teaching mathematics from the use of new technologies that facilitate the transmission of knowledge in a simple and dynamic way favors the learning of polynomial functions.
Acesso aberto (Open Access)
O ensino e aprendizagem de matrizes no contexto da resolução de problemas e da plataforma whatsapp
(Universidade Federal do Pará, 2017-09-28) REIS, Michel Silva dos; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437
This research work was developed with the students of Youth and Adult Education - EJA of High School. The pedagogical organization in classes of this modality of acceleration of schooling can not have characteristic of common class, so I propose to develop with these students studies about the Matrices in two environments: the classroom for face meetings and the platform whatsapp for virtual meetings . The choice of the mathematic concept of matrices is justified by the fact that the students themselves show interest and relevance in their study, since the whatsapp application due to the fact of its popularization and familiarization among the researched students. In the face-to-face classes, the problem solving method was used to organize teaching. At the second moment, the students worked dialogically in the virtual group, seeking the development of the pedagogical activities presented, functioning as a discussion forum, guided by the teacher. The students interact by exchanging messages, sending answers to the questions raised, as well as doing researches and discussing the Matrix theme. In the quest to promote the teaching of mathematics from the use of media resources, we raise our research question: how to use whatsapp to promote learning autonomy, concept construction and student interaction with the mathematical concept from the media? To answer this question, I focus on the purpose of the research: to discuss the study of Matrices from Problem Solving, using whatsapp as the medium. The dialogues in the virtual group extend the students' time of study, through small comments and the theme flows to a conclusion, in addition to the student having in hand the record of the conversations and explanations of the teacher, in this sense the application whatsapp has direct impact in the proposal of this dissertation bringing an environment of revision and registration. In order to substantiate our proposal we dialogue with the authors who deal with: Matrizes, Guelli, Iezzi and Dolce ([198-?]); Problem Solving, Polya (2006); on the media, Lévy (1999), (2004), (2007), besides other researchers who collaborate in the discussions of the mentioned proposal. Reviewing the postings and the accumulation of information generated in the whatsapp environment in the Matrix study promotes a constant flow of information so that the student is not passive in front of them and develop their conclusions about the proposal presented by the teacher. The dynamic activities and tests with objective and discursive questions, worked in the classroom and in the virtual environment, will be part of the final product of this study, which aim to contribute to the improvement of students' performance in the learning activities of Mathematics.
Acesso aberto (Open Access)
Etnomatemática nas relações entre ensino da matemática e vivências ribeirinhas no some de Abaetetuba – Pa
(Universidade Federal do Pará, 2023-07-01) COSTA, José do Socorro dos Santos da; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437; https://orcid.org/0000-0002-7185-4009
This paper seeks to establish connections between the curricular contents of the students of the riverside schools of the region of the islands of Abaetetuba and the daily practices of these students, based on the principles of Ethnomathematics, following the teachings of D'Ambrósio (2018), Vergani (2007) and Bishop (1999). During 11 years of experience in the Modular Teaching Organization System - SOME, we identified many of the students' learning needs and even more their difficulties related to the lack of understanding of the applications of the contents studied in mathematics classes. In this sense, we raised the following question: How to motivate students to learn, in riverside school classes, by introducing traditional practices, as auxiliary themes to the understanding of mathematical concepts? As an alternative to overcome the situations we present, we developed didactic material for mathematics classes, based on thematic units of the BNCC of mathematics for elementary school II, seeking to promote dialogues between the experiences of students from riverside schools and the mathematical concepts of the school curriculum in the Modular Teaching System - SOME. The development of our study led us to conduct a research of applied purpose, regarding the implementation of didactic proposals, organized into an educational product for the teaching of mathematical disciplinary concepts in a class of elementary school II. We adopted a qualitative approach, as presented by Severino (2007, p. 119). In order to discuss the pedagogical practices of teaching mathematics in riverside schools, we make a case study of the SOME classes, held in the islands of Abaetetuba.
Acesso aberto (Open Access)
Formação continuada de professores dos anos iniciais: proposições ao ensino do sistema de numeração decimal
(Universidade Federal do Pará, 2017-09-22) REINALDO, Regiane da Silva; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437
This study aims to present reflections on continuous education in service through a workshop on pedagogical guidelines on the teaching of the Decimal Numeral System (DNS), aimed at Elementary School teachers. This research arose from reflections associated with my practice as a teacher and organizer of continuous Elementary School teacher training. The difficulties pointed out by the teachers in the training sessions guided the studies, thus highlighting the research question: What relationship can there be between the continuing teacher training, based on the methodology of pedagogic games and the consolidation of DNS? In order to motivate and instrumentalize teachers so they will reflect on their practices, a qualitative research from the perspective of Bogdan and Bilklen was chosen, with an approach based on the action-research concept supported by Michel Thiollent’s studies. While developing the workshop, the concept of DNS is approached by the encouragement of activity proposals compiled in an educational guidebook. Referenced are authors who investigate the teaching of mathematics, continuous education and classroom practices, such as: Zélia Mediano, Constance Kamii and Sergio Lorenzato. These authors’ input, as well as the teachers’ reflections and propositions, indicate that continuous in-service training presents possible reflections on the practices, which posit the urgency in allowing teachers opportunities for experience exchanges and ideas for changes in pedagogical work. The pedagogical guidebook presents suggestions of activities in which study sessions focused on classroom practices, directed to teachers and pedagogical coordinators, may be organized.
Acesso aberto (Open Access)
Geometria ribeirinha: aspectos matemáticos da comunidade do Urubuéua Fátima em Abaetetuba-PA
(Universidade Federal do Pará, 2017-10-29) SILVA, Odirley Ferreira da; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437
In school mathematics, Euclidean geometry maybe it’s not always correspond to the learning needs of ribeirinhos students, because, some cases not present a satisfactory solution to some of the daily problems experienced by these students. The resource main used by teachers in these regions is the textbook distributed by the PNLD, but it has a echoing natural in its structure, so it is up to the teacher to devise means to develop methodologies that behold a cross-cultural education. This dissertation to examine and analyzes practices carried out by a ribeirinho on the island Urubuéus, Fatima belongs to the municipality of Abaetetuba - Pará; the objective is the compocation of a paradidático material that takes into consideration the diversity and the identity of the ribeirinhos of the Tocantins Amazon. The general objective of this study is the production of a book that will be the product of the dissertation, by promoting a teaching in a cross-cultural perspective, whose theme is the everyday ribeirinha, to add a repertoire of a mathematical know/ make with typical geometric characteristics, in which the objective is to contribute in the search for solutions to the daily problems of these individuals, watching that school geometry of Euclidean origin, cannot always propose an acceptable result, in the conditions in which the ribeirinhos people dispose of the problem, this caused an analysis of the methodological limitations of Euclidean geometry, to coined the term ribeirinha geometry. Made analyzes of the six activities that according to Bishop (1998) are fundamental for the individual to develop mathematical knowledge, are exemplified in the light of typical ribeirinhas activities. The purpose of the study is to understand the relationships between formal mathematics and the mathematical knowledge practiced by these culturally differentiated groups, which we call ribeirinha geometry. These relations were materialized in the construction of a book containing questions contextualized in the practices that consider, in fact, the daily life of the students of the ribeirinhas regions, thus contemplating the teaching based on the culture of the students. The work was developed based on the epistemological assumptions of the ethnomathematical education proposed by Vergani (2000); Ubiratan D 'Ambrósio (1986,1993,1996,1997,2001,2005); Bishop (1988,1997,1999,2006) and Paulo Freire's (1973) conceptions about the need for learning to reinvent what is learned. At the end of this paper I present my considerations regarding the possible connections, so that informal mathematics contribute to the teaching of formal mathematics, noting that the relations between science, culture and school is strengthened from a multicultural education.
Acesso aberto (Open Access)
Jogos concretos no laboratório de ensino da matemática na formação de professores na educação à distância
(Universidade Federal do Pará, 2016-02-25) SILVA, Renata Lourinho da; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437
The present work deals with a methodological proposal for mathematics teachers practicing, which came out from a testing made in the Math Teaching Lab (MTL), of the Universidade Aberta do Brasil (UAB), in Cametá, during tutorial supervised training classes, with students from mathematics distance course. MTL was created in 2013, yet a little explored at initial formation of math teachers, however. The main goal of this work is to present and orientate future teachers of math by the use of some didactic materials from MTL, its reproduction through alternatives materials (junk metal) as well. This research is focused on the Concepts Fields Theory of Vergnaud (1990), also claimed by Pais (2008 and 2011); Kamii (1992), who deals with mathlogic knowledge construction; Alves(2001) and Dohme (2011), who talks about the use of solid games; Yus (1998) and Gonçalves (2005 and 2011), who hold reflexive teachers formation and Lorenzato (2006), who claims about MTL. We also emphasize the research production construction (didactic book) elaborated from a solid game (balance form) of MTL/UAB/Cametá, PA. The students of UAB/2011 class were involved at the workshops. The research has qualitative approach on search-action form, because we developed field activities that began meeting the space of MTL, gathering to experimentation workshops using four solid games from MTL (geo-plain, fractional ruler, balance form and space figures). At the end of this research, interviews were made, in order to identify the comprehension of the college students as the concepts studies, contents and transversal themes by the manipulation of the games. For the second workshop, we built alternative materials from games used on the first one to be used at the period discipline regency and at future teachers practicing. The results of this teaching proposal point out the need of significant exploration of new trends for Mathematics Education during initial formation of math teachers. Among them we presented concrete games, as well as, exploration over other pedagogical spaces instead of a classroom. Here, we mentioned the use of MTL, and was possible to check during workshops, great interest of the students to develop their studies at this place, which makes us think about this place as an important contribution for math teaching, as college studies as basic education.
Acesso aberto (Open Access)
Laboratório de etnomatemática da Amazônia Tocantina
(Universidade Federal do Pará, 2021-04-09) VILHENA, Daniela Gonçalves; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437
When it comes to Teaching Mathematics in riverside spaces located in the city of Igarapé- Mirí-PA, it is faced with numerous difficulties that imply students' performance, for example: the lack of adequate didactic materials and motivating themes; the restricted access of students, due to lack of mobility and the distances between their homes and the school, in addition to the precarious conditions of these spaces. With regard to didactic resources, the main instrument used by teachers, in their teaching practice, is still the textbook. We understand, then, that the elaboration and use of concrete and manipulable materials, adequate to the students' learning needs are important alternatives to riverside schools, since they can be easily related to the experiences of these students. With this in mind, this dissertation aims to create an Ethnomathematics Laboratory in the Tocantina Amazon, which is a space for experimenting with school content related to the daily practices of students living in riverside environments. The riverside school needs spaces that promote the understanding of mathematical concepts and their relationship with instruments and daily practices and, in this sense, teaching laboratories fulfill this role. Thus, when we interact with riverside practices such as: fishing, handling and extraction of açaí, construction of houses and boats, in addition to the making and manipulation of instruments that assist in these practices, we are faced with opportunities to learn mathematics from the perspective of Ethnomathematics Education.And so, looking at the mathematical content from the traditional practices of the riverside communities, we propose to address the fundamental concepts of symmetry and proportionality to develop teaching materials. Thus, the work was developed based on the assumptions described by Vergani, when describing an ethical strategy to stimulate individual and socio-cultural development, D'Ambrósio when he portrays an Ethnomathematics from the point of view of the student's know-how, as well as the experience in socio-culturally differentiated environments and Bishop, who portrays mathematical enculturation, teaching mathematics from a cultural perspective. As a didactic product, result of this research, we propose the composition of a catalog with several activities developed for schools in riverside environments, didactic materials and methodological structures organized for the creation of an Ethnomathematics Laboratory in school spaces.
Acesso aberto (Open Access)
Práticas experimentais em física: iniciação à pesquisa numa perspectiva da aprendizagem significativa
(Universidade Federal do Pará, 2018-09-24) SILVA, Aline Costa da; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437; https://orcid.org/0000-0002-7185-4009
This study presents a qualitative research with an action research approach in which I search analyze the process of the scientific knowledge construction around the physics concepts in the prospect of meaningful learning, by the educating through the researching, during the construction of the experiments of low costing from the school physics laboratory. To do this, I developed a project of initiation to the research called ‘’young scientists in action”, where the students developed researching activities, experimentation and monitoring during the fourth bimester from the school year of 2016. The objects of research are the students from 9th year of the Elementary School and 1st High School from a private school located at Capanema-PA city, where I work as teacher of Physics. The analysis is result of a descriptive procedure with elaborated categories from the speeches and writing of the students. The present work showed that: the educating by the research provides to the educator the function of mediator and to students the function of participative person of his learning, providing motivation and predisposition to learn, providing ways to the significative learning during the process; it is relevant to the teacher knows the learning necessities of students to a reflection about his actions in the classroom; the results also indicate that the research objects see the physics laboratory at the school as a place that provides learning, helping in the comprehension of the concepts studied and that promotes a scientific learning divulgation. To divulgate the work developed, I present as product of my research a portfolio entitled Young Scientists in Action: implementation of the laboratory with experiment of low cost. The referred portfolio has the synthesis of the theoretical fundamentation adopted, the methodological procedures of the actions developed and images of the developed experiments. I hope, through this research and product contributing to the teaching practice of my profession colleagues, showing that it is possible develop a project whereby the student is the active object of all action.
Acesso aberto (Open Access)
Produção autoral de vídeo: uma proposta de ensino com o uso de tecnologias digitais em aulas de estatística
(Universidade Federal do Pará, 2016-11-28) REIS, Josiane Silva dos; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437
The present work investigated the video production contribution as methodological proposal for teaching of statistics, with a group os students of the 9 th grade of Elementary School from a public school. This is a qualitative research, a participative research, that aimed to develop a process of teaching with the production of a material audiovisual, and the data were analyzed in light of the interpretative analysis of Cresweell (2007). The research was carried out in two major phases: in the first, the group of participating students had the opportunity to organize knowledge and discuss the basic concepts of statistics in an online forum created in a social network; in the second, the group created strategies, organized and elaborated materials for the production and editing of the video. The work took place in the context of Collaborative Learning, which has as one of its theoretical assumptions the Interactionist Theory of Vygotsky (1989), in which knowledge can be built collectively in the exchange between peers and through interaction.Thus, the technology guides all the proposed teaching process and enables the development of a teaching proposal that can overcome the traditional proposals of knoledge reproduction. The results showed that the collaborative learning, fomented by the use of digital technologies, favored interaction and instigated the autonomous attitude of the students in the pursuit and understanding of knowledge in statistics, besides that, the strategies and applicability of the built knowledge allowed the group of students recognized a problem of their reality and seek solutions resolve it. Regarding the product of this work, I believe the video, as a result of the proposed teaching process, it allowed to consolidate the research and serves as a guidance resource for teachers seeking differentiated teaching practices with the use of digital technologies.
Acesso aberto (Open Access)
Sistema de medidas e saberes socioculturais de ribeirinhos do Pindobal Miri no Baixo Tocantins
(Universidade Federal do Pará, 2019-11-11) FREITAS, Verena Cissa Barbosa de Castro; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437
His work results from the proposition of studies of the Measurement System for 7th and 8th grade classes of a riverside school of Baixo Tocantins, in the community of Pindobal Miri, river in Cametá / Pa. Aiming to: structure a proposal of activities, relating the concepts of the International Metric System with the traditional measurement knowledge practiced by the Pindobal Miri riverside community. In this sense, we take as reference the daily life and social practices of the community as a basis for the development of methodological-didactic strategies for teaching and learning school mathematics, in permanent dialogue with the values of the traditional culture of this locality. The theoretical reflections are based on the discussions of Alan Bishop, D'Ambrosio and Teresa Vergani who make important contributions in the insertion of the student's culture and daily life in the context of teaching and learning mathematical concepts in school environments. The present study constitutes a qualitative research approach, from the perspective of ethnomathematics, which enables possible articulations between traditional riverine practices and the teaching of the International Metric System present in school mathematics. It is characterized as a case study investigation, as defined by De Bruyne et al, in this sense, the extraction and commercialization of the acai fruit. In this sense, the preliminary results point to the importance of studies in ethnomathematics as an approach that can contribute to the teaching and learning of mathematics, as well as being an important orientation to the citizen education of the students, as it values the culture, the subjects and their identity their ways of thinking and acting, typical of their socio-cultural and historical milieu.