Navegando por Orientadores "GUERRA, Renato Borges"

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Alguns aspectos problemáticos relacionados ao ensino-aprendizagem da álgebra linear
(Universidade Federal do Pará, 2008-02-28) COIMBRA, Jarbas Lima; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033
This study deals with some aspects that I consider as possible difficults to the Linear Álgebra lessons understanding. It treats of a subject of huge importance for many graduation university courses and I consider that any study that intends to improve this teaching is essencial. It contains innumerous considerations about difficults that students can face during the subject learning, like those related to the knowledge brought from the high school, witch can either be used as a help as can cause understanding troubles of general lesson concepts, difficulties with use of geometry, difficulties with expressions known from other classes, logical difficulties, and others difficulties.
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Análise de um processo de estudo de semelhança
(Universidade Federal do Pará, 2007-05-11) SILVA, Reginaldo da; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033
This is about an investigation of a study procedure between similar images made by a research community, in a high school class from the public state branch in the outskirts of the city of Belém, seeking to answer if the activities developed by students in classroom characterize a mathematical activity in view of the didactic transposition theory by Yves Chevallard. This is accomplished through collaborative activities that try to identify the flow of mathematical knowledge evoked by students while building a concept of similarity. The research is of a qualitative nature with an ethnographic approach, adapted to education according to Lüdke and André. Analysis show that accomplished activities promote a mathematical action, therefore mathematical activity through the knowledge raised and the links established upon construction of comprehensive models of the concept of similarity by students. Difficulties are outlined as important elements identifying knowledge and their links, such as the research community collaboration eases the studying process.
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A aprendizagem de algoritmos: uma experiência no curso de Tecnologia em Informática do CEFET- PA
(Universidade Federal do Pará, 2007) AVIZ JUNIOR, Adelmar Alves de; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033
This research treats of an experience lived with the students of the course of Technology in Analysis and Development of Systems of the Federal Center of Technological Education of Pará - CEFET about the learning of algorithms and programming. The present study is justified for the relevance in the professional's of the computer science area practice that acts in the superior professional education discussing algorithms. Although there are conceptions concerning the obstacles related to the theme, there is the need to investigate the difficulties and factors that contribute with the learning of algorithms and consequently of programming. Does this work intend like this to answer the following subject? Is it possible to improve the process teaching-learned of algorithms through the pedagogy of projects? With base in the lifted up observations, we propose and we placed in practice a teaching model based on this pedagogy, with the objective to increase the understanding of algorithms. The adopted methodology used the research-action in the sense of investigation observation colaborative in the action. The theoretical foundations based on the theory of meanigful learning of David Ausubel, in the facilitative proposals of that learning for Postman and Weingartner, Marco Antônio Moreira and in Construcionismo of Papert. In a general way good impressions were especially verified with development of the project by terms observed in the students adult motivation with the programming activity noticed by the autonomy and reflection in the stages of development of the project.
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O conhecimento matemático-didático do professor do multisseriado: análise praxeológica
(Universidade Federal do Pará, 2013-05-03) SILVA, Reginaldo da; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033
This research investigates the construction of mathematical praxeologies held by a teacher in a multigrade class, fourth and fifth years of elementary education in a Municipal Public school from the Espirito Santo Community, belonging to the City of Santa Maria do Pará. This paper demonstrates, through the transposition of mathematical praxeologies of the didactic books from the serial classes to the multigrade classes, the values of the epistemological and institutional variables that conform the milieux of the teacher in the Internal Didactic Transposition, in view of conditions and restrictions on teaching in multisseriate institution. This transposition of praxeologies that occurs in the multigrade classes environment is identified as a teacher problem, when the epistemological dimension added, constitutes beneath the frame of the Anthropological Theory of Didactics in didactic problem. This research is qualitative in nature, an ethnographic approach adapted to education in line with Lüdke and Andrew. The analyzes show the values of variables and the relationship between them in the reconstruction of mathematical praxeologies in the "text to know" and the management of these in the classroom, but also show the reflection of the teacher in the first phase of Internal Didactic Transposition, on the second phase of Internal Didactic Transposition and vice versa. The analyses are constructed based on elements of the Anthropological Theory of Didactics and teaching on praxeology model, which constitutes an important element in the analysis to identify the values of the epistemological and institutional variables that shape the milieux of the subject teacher of the research in the two phases of Internal didactic Transposition, the evidence of didactic problem and the feedback that occurs between these blocks of variables and their values, which shows the construction of mathematical knowledge-didactic of the teacher.
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A conversão de registros de representações semióticas no estudo de sistemas de equações algébricas lineares
(Universidade Federal do Pará, 2008-06-13) PANTOJA, Lígia Françoise Lemos; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033
This work is the proposal of a didactic streak to the teaching of Linear Systems of Algebraic Equations in which sought to establish a connection between the method of substitution and the method of stages through the conversion of records of representation. The aim of the proposal was to check whether the students can complete the connection between the two methods developing the conversion of the method of substitution in the method of characterizing staggering thus, the learning of the subject studied math, according to records of representation theory of semiotics Raimund Duval. The research was conducted with middle school students in a school of public state of the city of Belem and the results pointed to the establishment of a connection between the two methods employed in the process of resolution of systems.
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De prático à profissional da matemática: que saberes se constituem em um processo de formação inicial de professores em serviço?
(Universidade Federal do Pará, 2005-05-02) LEDOUX, Maria Lídia Paula; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033
The research to investigate the Inicial Training of Teachers from Mathematics Graduate from the Initial Formation of Teachers in Service promoted by the Education Executive General Office and made by Pará State Federal University. The research reports case analyzes of four students/teachers that act in classroom at the States Public School in different towns in Pará State Northeast. The research focused the practical changeovers that took place in classrooms since the entering in initial training course based on students/teachers and professors-formers. We adopted qualitative research as main methodology for data collecting we used a semistructured interviews accomplished with students-teachers and the official documents. In the six chapters this research in done, we showed some referential aspects: The initial training Formation of Teachers in Service in Brazil, The Initial Formation of Service in Pará State, The Teachers in Service Formation Program from the Education Executive Official Office in Pará State, The Curriculum Model in Mathematics Graduate of Federal University of Pará State, For the Initial Training of Acting Teachers, The Initial Formation of math Teachers, The Initial Formation Program for Acting Teachers According to Students-teachers and teachers-formers and the practical changes observed and lived in classroom practice. The results show there are several factors that interfered on systematic knowledge construction in an actions teachers formation course. Four students-teachers from math graduate, two collaborators, one of each institution that celebrated agreement and four teachers-formers of specific subjects in Math Graduate.
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As dinâmicas praxeológicas e cognitivas e a construção do conhecimento didático do professor de matemática
(Universidade Federal do Pará, 2011-04-08) MESQUITA, Flávio Nazareno Araujo; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033
This work is an autobiographical narrative research that seeks to understand how the mathematical praxeology, experienced by me, as a math teacher and a student of continuing education courses, can contribute, prevent, or even be neutral in the building of a new didactic praxeology about solving equations of second degree in elementary education. Under lightof anthropological theory didactic, more precisely of its cognitive dimension, are explored notions of dynamic and praxeological a person to analyze the two phases of internal didactic transposition, performed in a class of fourth stage of the EJA. The results indicate that the equipment and the cognitive universe praxeological for the mathematical object in question contribute to buildingnew praxeology mathematics. But the way of thinking and doing occasional classroom teachers can determine the actions and do not allow the connections between mathematical objects intended in the first phase of the didactic transposition of the internal object of study. There is, therefore, to break this cultural spot to allow teachers and renew equipment and cognitive praxeological teacher.
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Ecologia do saber: o ensino de limite em um curso de engenharia
(Universidade Federal do Pará, 2015-06-19) FERNANDES, José Augusto Nunes; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337
This research falls in line with the Epistemological Program in Didatics of Mathematics from the work of Guy Brousseau, having as theoretical reference Yves Chevallard's Antropological Theory of Didatic. The research question has established itself from a real educational problem, experienced by a professor of Differential and Integral Calculus of a civil engineering course, when the Calculus I course was replaced by another with a different name and more topics to teach, offering However, half the teaching time of old. Due to these modifications, the teaching of the limit of a real function of a real variable suffered changes and its dispensability started being questioned. The investigation of practices with Mathematics in an undergraduate course, and the researcher proposes a heuristic model for ecological educational analysis that enables the identification of the functionalities of the researched mathematical object, such as its niche, in the Civil Engineering teaching ecosystem habitat. The empirical components were obtained from the immersion held in the institution of higher education, user of mathematics, when the course's Pedagogical Project was researched, teachers were interviewed and reference works and practices were analysed based on the proposed model. The didactic praxeologies involving the limit of a function were analysed based on the proposed model. The analysis found the "life forms" of the researched mathematical object, which allowed the understanding that justifies the indispensability of its teaching in the researched ecosystem, but which also suggests transpositives that are necessary because of the ecological differences between the producing and consumer institutions of this knowledge.
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Engenharia didática reversa como um dispositivo de formação docente para a educação do campo
(Universidade Federal do Pará, 2019-12-06) SILVA, Renata Lourinho da; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337
This research proposes the reverse didactic engineering methodology as educational formation device for field education with purpose of building answers for the integration problems of knowledge discipline with field non knowledge discipline, under study course understanding and research as development methodology of didactic transposition processes and, in consequence, as ways provider of teacher formation under theory understanding of Yves Chevallard’s didactic transposition. The importance of relating the school timing with the community timing in an integrated way, it is also considered necessary and fundamental for the initial and continuous formation teachers courses for field education, by constituting one of the bases that stands field education, according to the Operational Guidelines for Basic Education in Field Schools (DEOBEC) when it emphasizes the difference of teaching for field education from other regular teachings. A research about the usage of "matapi" was accomplished involving teachers in continuous formation, two "matapi" producers from Pacuí de Cima community, in Cametá, besides the study and investigation directors. The reached results are exciting for the accomplishment of future researches, considering that they confirm the hypotheses for the case of the accomplished research because it shows that the school timing with the community timing unit in one, which is the study timing, by the integration of cultural knowledge, which as, knowledges discipline (mathematics, portuguese, geography, science, and others). All in knowledge reconstruction pointed out didactic transposition process, just as we contribute with the community sustainable development. Besides, the results indicate that the methodology of the reverse didactic engineering can also be used in all courses of teacher formation.
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Estudando o obstáculo didático sob a ótica da teoria antropológica do didático
(Universidade Federal do Pará, 2016-06-27) MIRANDA, Werventon dos Santos; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
Statistics on education reveal difficulties in learning Mathematics. Thus, although such difficulties are present throughout Elementary School, it is important to note that expressively higher failure rates are observed among beginners of the second segment relative to concluding students of the first segment. This trend suggests that gaps are established as students are promoted from the first to the second segment. With this focus, we aim to identify elements that make-up the institutional epistemologies used in the teaching of Mathematics to students of the first and second segments of elementary education in relation to the teaching of fraction. In-order to achieve this goal, a qualitative literature review was undertaken. The results show that the current structure of Fundamental Education in Brazilian is the result of international agreements and pressures to expand compulsory schooling. These facts led the country to unite the old primary education with the junior high school, which was the first phase of high school with the elimination of the ―admission exam‖, and thus, forming the current nine (9) year Elementary Educational structure. This new structure is supposedly continuous, but is actually seen as ―two distinct and juxtaposed blocks‖ because they acquire characteristics that distinguish them and allow them to be seen as two institutions in terms: (1) the organizational structure, (2) the manner in which the content of each disciplinary is taught and (3) the minimum requirements of professionals qualified to teaching in each of these blocks that are also known as segments. Based on the research, each segment adopts a different approach to teach fractions. Such differential in Institutional Epistemology is seen as a didactic obstacle in the learning of fraction among students that initiate the second segment of elementary school. Hence, it is referred to as an Institutional Didactic Obstacle.
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Etnomatemática quilombola: as relações dos saberes da matemática dialógica com as práticas socioculturais dos remanescentes de quilombo do Mola-Itapocu/PA
(Universidade Federal do Pará, 2005-04-07) LEÃO, Jacinto Pedro Pinto; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033
The research, etnomatemática quilombola: as relações dos saberes da matemática dialógica com as práticas socioculturais dos remanescentes de quilombo do Mola-Itapocu/PA (quilombola etnomathematic: the relationships between of the knowledge about the mathematics dialoging with the sociocultural practices of the remainders of the Mola- Itapocu/PA quilombo), accomplished from June to December in 2004, it was guided in the study of case etnographic. The basic question of this dissertation is the preoccupations about how is the relationships between sociocultural practices web of mathematical knowledge and the school mathematics, without denying its meanings and its sense, what is living in the (re) construction of the daily memories of the remainders of mola quilombo? This investigation had had as objectives: to identify the meanings attributed by the molenses, its sociocultural practices, connected to mathematical knowledge of the local culture, and to establish some relationships between the school mathematics and the mathematics practiced by the remainders of Mola-Itapocu/PA quilombo, without releasing its meanings and its the memories of the daily existences of the private context. In the chapter I, I talk about critical reflections concerning the relationships between the practices of the daily life and etnomathematic knowledge, related to the memories of the existences of the remainders of mola quilombo. I begin talking about the memories of the non-school mathematics, followed by plurals knowledge of the mathematical practices; then, I launch the look inside of the lunges positivists, to evidence as web denies the daily life etnomathematic knowledge. In the chapter II, I make a brief analysis of the different present rationalities in the (ethno) science, watching the faces of the ethno science, modern science and of the postmodern science. In the third chapter, I build the analysis under the convergences and the divergences between mathematical knowledge and school mathematics, linked to the web: walking in arid lands of the logic formal mathematics; the etnomathematic knowledges; the re-entrances of the etnomathematic with the complexity of the life and the logical dialoging of the etnomathematic. In the room, I evidence the existent differences between the research experimental positivist and the qualitative research, for, soon after, to weave the possible relationships dialoging of the research ethnographic with the etnomathematic, and in the fifth, with base in the speeches and in the observations of the sociocultural existences mathematical knowledge of the informers, I establish some relationships among them local mathematical knowledge molense and the school mathematics. In this context, beginning revisiting the history of the education of the field shortly; followed by the webs of the relationships between the sociocultural practices and the mathematical dialoging of the molenses; last, I weave the literacy of the webs mathematical knowledge and knowledge about the sociocultural practices. The quilombola etnomathematic, unceasingly, built in the relationships of the mathematical dialoging with the molenses practices educational, it evidenced the language, the memories and the representations of the mathematical knowledge and ethno scientific, articulated to the possible relationships with knowledge about the mathematics scholar of the teaching multiseriado.
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Geometria analítica plana: praxeologias matemáticas no ensino médio
(Universidade Federal do Pará, 2007-05-07) ANDRADE, Roberto Carlos Dantas; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033
This paper aims the construction and application of a didactic organization to the plane analytic geometry, based on studies about vectors, in the third grade of “Ensino Médio”, on the basis of the anthropology theory of Yves Chevallard and the significant learning theory of David Ausubel. This document has a quality nature and it is a kind of ethnographic in education, according to Marli André, and it was developed with a group of students in a specific context – the “Vestibular” preparation. The ostensible objects manipulation to the comprehension of no ostensible objects in mathematics was a category to the analysis of “praxeologias” in the classroom. We concluded that students manipulating ostensible objects rescue mathematics knowledge in an articulated and integrated form in order to get new math knowledge. It was also observed that the didactic organization allows “time saving” to this content study in this school life stage.
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História da matemática e aprendizagem significativa da área do círculo: uma experiência de ensino-aprendizagem
(Universidade Federal do Pará, 2007-03-28) NUNES, José Messildo Viana; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033
This work presents a proposal on the basis of the theory of the significant learning of David Ausubel, objectifying the construction of the concept of area of plain figures emphasizing the area of the circle, the activities suggested in this study had been guided by a didactic sequence from a text used description-mathematician as organizers previous. The research proposal was carried through in a school, of the state public net of education, located in the metropolitan area of Belém of Pará. The development of the proposal promoted intrinsic motivation making possible an effective participation of the pupils in the accomplishment of the tasks. The historical boarding demonstrated to be an efficient tool for better making possible organization of the conceptual structure of area of the plain figures, the satisfactory development of the activities disclosed that the objectives of the proposal had been reached.
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A invariável prática da regra de três na escola
(Universidade Federal do Pará, 2017-04-04) SILVA, Denivaldo Pantoja da; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337
This research deals with the reason for teachers' action invariability facing the situations of Rule of Three. A comprehension is built from the notion of social practices with mathematics that we call Praxeology with Mathematics, in the light of the anthropological theory of didactics in articulation with the notion of habitus. The results point to implications for teaching based on Mathematical Modelling, in the sense of Praxeological organizations that mobilize mathematical and extra mathematical knowledge structured in accordance with a didactic intention.
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Matemática na EJA: uma proposta para trabalhadores da construção civil
(Universidade Federal do Pará, 2006-06-02) SILVA, Jeane do Socorro Costa da; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033
This study presents a Significant Learning proposal in Mathematics, in the Young and Adult Education, to people who work at the construction field. The focus of the study explores the professional knowledge of the construction field workers to build the concepts of area measurements and directly proportional greatnesses. The research is based on conversations with workers in their spot of work, where the professional knowledge was identified as facilitators to the passage from the concrete to the abstract. It was from their professional everyday life, their life experiences, practical knowledge acquired at work that made us reach the building of abstract mathematics concepts.
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Matemática: computador para quê?
(Universidade Federal do Pará, 2006-05-25) ALMEIDA, Carmem Lucia Brito Souza de; GUERRA, Renato Borges
The present work shows the research results carried on five academic institutions of the State of Pará, Brazil. We present the opinion and feeling of students and teachers with respect to the use of the computer in the teaching of Mathematics, having Tikhomirov theories as backgrounds. Through a counter point between Instructionism and Constructionism, we are leaded to favor Constructionism. By the end, we present an elaborated reflection about the role of the computer in the teaching of Mathematics.
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Modelagem Matemática escolar: uma organização praxeológica complexa
(Universidade Federal do Pará, 2019-02-28) SODRÉ, Gleison de Jesus Marinho; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337
This work questions the mathematical modeling cycle like a technique of the task of mathematically modeling problems at concrete contexts from the notion of complex praxeological organization conceived in the light of the Didactic Anthropological Theory. The work proposes new modeling techniques that preserve the cyclical character and from empirical experimentation, it proposes the investigative cycle of mathematical modeling.
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Os momentos didáticos e a avaliação formativa
(Universidade Federal do Pará, 2019-11-19) BRITTO, Victor Hugo Chacon; ANDRADE, Roberto Carlos Dantas; http://lattes.cnpq.br/9805475836230257; https://orcid.org/ 0000-0003-4231-1539; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337
This overview research references to the problematics of scholar evaluations in mathematics, presuming this as a matter of the teaching staff with mathematics in basic studies. The confrontation of the problem in the context of formative evaluation in the way that the knowledge can be built in the interweaving of triad teaching-learning-evaluation, considering as conditions and restrictions resulting of the knowledge and institutions that it lives. that way it was insert in the Research Epistemological Program in mathematics’ didactics, more precisely in Anthropologic Theory of Didactic, which the didactic moments articulated with presumptions of formative evaluation enabled proposing a model’s evaluation named as Formative Evaluation Didactic-Mathematic. This structure establish itself as answer to the questioning: in what way the professor can realize a formative evaluation relative to the mathematic knowledge taught in class, in the sense of evaluate the learning in the schooling? therefore it was developed a Path of Study and Research, which resulted in systems aids around those it was represented the Path of Study and Research on a Community of Educational Practice what motivated the experience of the evaluative model as educational technique with the students in the class room, through development of a tasks system to the study of analytical geometry. The praxeological analyses in growing difficult was assumed as reference to analyse the productions arising of community of practices and class room, in what it was emphasize the crucial moments of evaluation, the communications and feedbacks in the perspective of regulation of study’s process in confrontation of tasks and techniques types.
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A noção de tarefa fundamental como dispositivo didático para um percurso de formação de professores: o caso da geometria analítica
(Universidade Federal do Pará, 2012-12-13) ANDRADE, Roberto Carlos Dantas; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337
This research addresses the praxeological problem of the math teacher and the teaching profession from the perspective of teacher education through the confrontation of the phenomenon of disconnection between themes, sectors and areas of study of mathematics in primary school. It is part of the Epistemological Research Program in Didactics of mathematics, more precisely in the context of Anthropological Theory of Didactics, whose subsidies allow us to propose the concept of Fundamental Tasks based on the study of types of effective tasks which is capable of articulating and justifying other tasks, constituting a starting point and convergence between these and other tasks concerning the reconstructions of mathematical organizations for the study and teaching in basic education. In this sense, we set the following question: in what way a route search and research involving Fundamental Tasks can be a device methodological formation of teachers? In response to this question, from the experience in a Community of Teachers‟ Practices in a public school, with the study of Plane Analytic Geometry, under specific institutional conditions and restrictions, which point to Fundamental Tasks as a didactic device capable of triggering and encouraging to face the problem of disarticulation, as well as providing a pathway for Studies and Research as a Way of Continuing Education of mathematics teachers in the effective exercise of the profession.
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O papel dos saberes não matemáticos na modelagem matemática: o estudo do cálculo do imposto de renda
(Universidade Federal do Pará, 2018-04-10) ESPÍRITO SANTO, Cláudia Fernandes Andrade do; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337
This paper deals with the role of non-mathematical knowledge in the use of mathematical models on problems in concrete contexts. For this, a praxeological model based on the anthropological theory of the didactic is used. From the model used for the calculation of Personal Income Tax, we obtained preliminary results that point out the indispensability of non-mathematical knowledge of the situation for the pertinent use of mathematical models.