Navegando por Orientadores "LUCENA, Isabel Cristina Rodrigues de"

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Alfabetização matemática no contexto ribeirinho: um olhar sobre as classes multisseriadas da realidade amazônica
(Universidade Federal do Pará, 2012-04-30) OLIVEIRA, José Sávio Bicho de; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967
This dissertation, entitled "Mathematical literacy in the river context: a look at the multigrade classes of reality Amazon", aimed to investigate theoretical and methodological approaches to teaching and learning of mathematics within the mathematics literacy, able to be established in classes multigrade schools riverside reality Amazon. In this research, the vision of mathematics literacy was constructed taking into account not only the first skills of reading and writing early language school mathematics by the child (DANYLUK, 1997), but as a path to learning of man and woman in the world of relationships mathematics, from theoretical conceptions of D'Ambrosio (2002), Domite and Mosque (2003), Sebastiani Ferreira (1997), I. Mendes (2009) and Freire (2002). The survey was conducted in São Domingos do Capim, Para State, Brazil, between October 2010 and August 2011. In research on literacy in math classes multigrade schools riverside, interactions were held with representatives of the Municipal Education riverside multigrade school visits, interviews with teachers of this county. As instruments of construction data were utilized field diary, interviews and observations. The analysis of field research was organized in the following items: a) the multigrade classes in mathematics and literacy riverside b) Teaching tools and mathematical literacy, and c) Culture and mathematics education in Amazonia: between scientific knowledge and knowledge of tradition . It can be argued that the mathematical literacy expressed within coastal still restricted to the strictly mathematical experiences related to school curriculum without considering the wealth of possibilities knowledge of students' experiences in their daily context as spatial displacement in the rivers, in Mathematical elements involved in marketing fruit and fish, for example.
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Alfabetização matemática: uma concepção múltipla e plural
(Universidade Federal do Pará, 2016-06-03) MARQUES, Valéria Risuenho; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967
This thesis presents elaborate reflections and arguments from the investigative path of literacies that are beyond the school walls. The qualitative research, developed with ethnographic emphasis, aims to analyze the elements present in the learning of children from early years, beyond the walls of the classroom, to an understanding of literacy (mathematics) as multiple and plural. The research collaborators are children of two classes, a basic cycle I 2˚ year with 18 children and another of the Basic Cycle I 2˚ and 3˚ years with 13 students from schools located in riverine areas of Belém-PA. Analyses are interpretative. Pictorial or oral manifestations later systematized in episodes were assessed in the light of the outstanding theoretical framework. The collected material were made selections about what was referring to literacy (the school or outside), the learning context for culture and relations with mathematics (experienced in school or not). The agenda is theoretical foundation in Edgar Morin (open rationality), Mia Couto, D'Ambrosio, Conceição Almeida (learning the culture and Teresa Vergani. The results are based on evidence that allow me to defend the thesis that mathematics literacy it is multiple and plural and is in dialogue and complementarity between school knowledge and knowledge developed in informal learning environments where children engage in experiences and experiences that allow learning by doing, observing, interacting, listening.
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Avaliação em matemática nos anos iniciais do ensino fundamental: práticas aceitas e movimentadas no cotidiano escolar
(Universidade Federal do Pará, 2018-07-06) BRITO, Maria Augusta Raposo de Barros; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967; https://orcid.org/ 0000-0001-9515-101X
School evaluation is a complex process involving and considering the viewpoints of learning throughout students lifetime. This premise motivated the investigation performed to answer the question: “How is teacher rationality organized on the theoretical field of mathematical assessment in the early school years in order to promote learning?”. The research question gave rise to the general objective of the thesis, which consists in investigating, under the classroom context, imperative acts made clear during the evaluative practice in the scope of early years as a means of characterizing the teaching rationality concerning school evaluation in mathematics. This objective was divided into three other specific ones: to identify acts of understanding that constitute the teachers’ knowledge of the early years regarding evaluation in order to identify epistemological obstacles; to list dynamic evaluative procedures in terms of their purpose and the instruments used in the context of mathematics teaching in the early years; to classify evaluative tasks designed by the teachers of the early years in the teaching of mathematics. Three public school teachers from the early years of elementary school participated in this study, two in Belém/Pará and one in Évora/Portugal. For the study, a qualitative characteristic methodology was used, focusing particularly on the case study in light of the descriptive-interpretative character under which the data collection, consisting on non-participant observation and interviews, was based. Through the definition of objects and their corresponding dimensions, a Research Matrix or Guide was conducted, providing a look at didactic elements that constitute the pedagogical evaluative practice. Throughout the research process, it was necessary to develop a theoretical corpus to comprehend the phenomenon investigated in a broader way, anchored in the ideas of Hoffmann (1991), Perrenoud (1999), Buriasco (2002), Fernandes (2005, 2006, 2008), Afonso (2009) and Lukesi (2010) in the tangent to the school evaluation, as well as in Bachelard (1996) considering the possibility of identifying the epistemological obstacles present in the evaluation teaching practice. With the narratives in hand, it was possible to triangulate the data to answer the research question. From the results, I affirm that the evaluative practices accepted and implemented in the school context are cultural productions, that is, they are evaluative traditions that rest on a knowledge based on the teacher's own empiricism, from which the "scientific [spirit] starts with the class", classes that sometimes indicate beliefs that the repetitive demonstration (of teaching objects) is capable of teaching, and therefore, one cannot deny that this assumption can be reverberated in evaluative practices.
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Avaliação formativa e comunicação matemática: um estudo sobre a prática na educação de jovens e adultos
(Universidade Federal do Pará, 2017-10-28) FERREIRA, Joel Silva; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967
This study aims at characterizing communication in mathematics classes, from the perspective of Formative Assessment based on Semana and Santos (2012) and Fernandes (2008, 2012). It emerged from the need for improvements in teaching practice and assessment of the researcher teacher. In view of this, a sequence of four tasks of the mathematical content of percentage was applied, with the intention of articulating teaching, learning and assessment in a group of youngsters and adults students. The teaching methodology used in the intervention was the exploratory one, in which the students carried out the tasks in groups and later socialized the results in the collective discussion in the whole class. The methodology of the research follows a qualitative according to Bogdan and Biklen (1994), approach in which the interventions of the students and the researcher teacher were analyzed, based on the three dimensions of communication proposals for Semana and Santos (2012): dynamics, focus and meaning. The data collection is based on the audio recording of all the communications that occurred in the groups, in the stage of accomplishment of the tasks, and video-audio recording of the interventions occurred in the collective discussion of the results, with subsequent transcription of the speeches of those involved. The written records made by students during the tasks, the students’ perceptions of classroom experience - obtained through a video-recorded interview - also served as background information for the study. The empirical data were the object of an analysis of content oriented by the dimensions of communication: dynamics, focus and meaning and themes that emerged from the articulation between the research questions and the theoretical framework. The obtained results show that the communication of the students was predominantly destined for another student (dynamics), both in the stage of accomplishment of the tasks and in the phase of collective discussion of the results; In relation to the focus they focused the majority of their attentions to the process of resolution of the tasks; as to meaning they intended to explain in most communications. Regarding to dynamics of the teacher's interventions, in the phase of accomplishment of the tasks most of his communications were destined for the groups of students, while in the phase of the collective discussion the greater part was destined for the class; As to the focus, the teacher focused his attention on the process of solving the tasks; And in relation to the meaning it is evidenced a speech substantially of the type question in which it requested explanation of the students. In this way, the communication developed in the classroom was characterized as social interaction, in which the students appeared as a learning resource for the others, contributing to the practice of formative assessment. It was also concluded that the researching on the his own practice allowed relevant professional learning to the researcher teacher, transforming his conceptions about teaching, learning and assessment.
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Capital global das escolas e desigualdade de desempenho em matemática em avaliações de larga escala no Brasil
(Universidade Federal do Pará, 2020-04-28) PALHETA, Franciney Carvalho; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967; https://orcid.org/ 0000-0001-9515-101X
This research presents a study on the inequality of performance in Mathematics, of students of the 5th year of Elementary School, in large-scale educational evaluation, in this case, Prova Brasil. The objective is to show the relation of the inequality of performance in Mathematics of the students of 5th grade of elementary school, in Prova Brasil, with the distribution of economic, cultural and social capital by schools. It is a quanti-qualitative research, with a sample of 2,592 schools, which used data from SAEB and the SCHOOL CENSUS, both from 2015. It is theoretically based on the concepts of Bourdieu's Theory, namely: economic capital, cultural capital, social capital, fields and habitus, to build context indicators, based on Item Response Theory. Thus, nine components related to these capitals were arrived at, for the schools in the sample, categorized on a four-level scale (LOW, MEDIUM, INTERMEDIATE and SUPERIOR). In order to analyze the relationship between capital and inequality of performance in Mathematics, a Panel of Capital Indicators was created, used to obtain the distribution of capital among schools. There was also a crossing of the Indicators Panel with five ranges of performance inequality in Mathematics. The research showed that although there are educational networks that manage to reach or exceed IDEB goals, these networks still present great inequality of performance in Mathematics. The transfer of cultural capital by schools is more significant through the capital associated with teachers (cultural and social). As greater capital decapitalization occurs in schools, the greater is the inequality of performance of students in Mathematics, that is, there is an inverse relationship between global capital available in schools and inequality of performance in Mathematics.
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A cultura ribeirinha entre o saber local e o saber global numa visão etnomatemática
(Universidade Federal do Pará, 2010-05-20) SOUSA, Magali Rocha de; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967
This paper is the outcome of the research that had as aim the analysis of a group of dwellers living by the river in the island of João Pilatos (Ananindeua – PA) showing how they relate the knowledge taught during the clinic on how to form rural entrepreneurs with the know-how they already bring from the traditions of their ancestors, and, especially the math knowledge. The empirical part of this research took place in two different spots and in different moments: the first one was held in the island of João Pilatos where the data about the history of the communities living there were collected, as well as the daily chores and also the fishing activities, the plantation, the exploitation of the forest and the preparing of the charcoal, and the trade of these goods. In this moment, the only resources used were a notebook and a pen to scribble and the hearing technique as well as the dialogue. The second moment happened during the clinic on the formation of rural entrepreneurs promoted by SENAR (National Service of Rural Learning). In this place, my participation in the group was limited to listening and watching the gestures and facial expressions of the participants who were there. Due to this, the observation followed by the notes, were the techniques used during this stage. After the clinic, some semi-structured interviews were held with the subjects of this research with the aim of complementing the notes made during the clinic. The Sociology and the Ethnomathematics were the theoretical basis used in the organization and analysis of the field information. In the field of sociology, I searched Antony Giddens, Renato Ortiz and Georges Balandier to analyze the phenomenom of economic and social globalization over these dwellers’ culture and Berger & Luckmann with his theory “The social construction of the reality” to analyze the livelihood and the production of knowledge. In the field of Ethnomathematics, I used the Ethnomathematics under D’Ambrosio’s approach as well as the research of the area. At the end of the analysis, concerning to the mathematics, I realized that having control over calculations and formulas of this area of knowledge was not the condition enough to enable the subjects reach the target of the clinic, once either the entrepreneurs or the dwellers faced the Mathematics in different aspects when it came to explaining and seeing the world. Through this cultural conflict, it is possible to point out that the subjects of this research would reach the target of the clinic and establish a great amount of relations among academic Mathematics and the knowledge of their traditions if the mathematics studied, during the clinic, were re-meant in the context of the dwellers. As consequence of the first analysis, it is also possible to conclude that, according to the conception currently present in the school environment that not only distinguishes but also separates the cultural values which considers the production of knowledge coming from academic/scientific environment and that these types of knowledge should be socialized in a disciplined way, the possibilities of a greater number of relations between knowledge of the cultural tradition and the scientific tradition have more possibilities to occur in non-academic environment.
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Educação matemática, cultura amazônica e prática pedagógica: a margem de um rio
(Universidade Federal do Pará, 2008) BRITO, Maria Augusta Raposo de Barros; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967
This entitled research Mathematical Education, Amazonian Culture and Pedagogic Practice: to the riverbank, it has as objective analyzes the teacher's pedagogic practice that approaches several mathematical contents, starting from the Amazonian Culture in a school belonging to one of the islands from Belém of Pará. The empiric part of this work happened in the period of six months at the School of Combu, located in the Island of the Combu during the attendance of the groups of Infantile Education and of the Basic Cycle. This research is justified for the approach need between the mathematical operations and the daily imaginary of the riverine students, starting from the construction of their houses, skulls (embarkation done handicraftly in exchange for tree), canoes, matapis (traps to catch shrimp done with fiber of the forest), tupés (rugs for drying of the cocoa done of fiber of the forest), nets, toys, baskets.The methodological conceptions are ruled in the beginnings of the qualitative research, based on the approach ethnographic, in order to systematize knowledge about needs and difficulties of the interaction between the scholar mathematics and the local culture. The teacher's pedagogic practice in subject demonstrates concerns with approximating the mathematics teaching the peculiar cultural diversity to the place starting from classes built in the partnership of the you know traditional as the tupés tessitura for exploration of geometric elements, matapis use as didactic material for the construction of decimal metric system among others. It is possible to indicate that the used existences and re-signified, through registrations and analyses under the glance of the Mathematical Education, contribute to the recognition of the influence of the Amazonian Culture, in the process teaching-learning of the school mathematics.
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O estágio supervisionado na licenciatura em matemática: possibilidades de colaboração
(Universidade Federal do Pará, 2008) LIMA, José Ivanildo de; LUCENA, Isabel Cristina Rodrigues de; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/3255121871351967
The present dissertation is resulted of qualitative investigation entitled The Apprenticeship Supervised in Mathematical Degree: cooperation’s possibilities, developed in Masters Degree Program close in Sciences and Mathematical Education (PPGECM) of Support’s Pedagogic Nucleus to the Scientific Development (NPADC), located in Federal University of Pará (UFPA). This research intends discussing development’s possibilities of collaborative practices in mathematical apprenticeship supervised, considering existent interactions among licensing/formater-professor/ school-professor triad, conceiving apprenticeship as a connection between school and university. The investigation happened from May to October 2006, involving three licensings of a Supervised Teaching / Apprenticeship Practice group’s of UFPA’s Mathematical Full Degree. To analyze possibilities and limitations of practices constitution or collaborative groups, inside of Mathematical Apprenticeship Supervised, looking for describe the approach and contribution among formater-teacher, licensing and school-teacher, was fallen back upon licensing report’s and semi-structured interviews accomplished with school-teachers and licensings. The theoretical referencial is based on studies and authors' researches as Gonçalves (2000) and (2006), Fiorentini (2004), Ferreira (2003), Garcia (1995), Gauthier et al (1998), Tardif (2002) and Pepper and Lima (2004) inside of teachers' formation context. In this context it can be contemplated production possibilities and knowledge systemization, giving emphasis to a movement that looks for giving sense to what is produced in school, in university, requesting creation and recriação of experience knowledge and, concomitant, longing for penetrating in a professionals group that discusses the problems jointly, inaugurating like this the institutionalization of practices, attitudes and faiths that make possible for all the understanding of what are the pedagogic action knowledge’s.
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Letramento matemático no 2º ano dos anos iniciais do ensino fundamental a partir do ponto de vista dos professores sobre suas práticas docentes
(Universidade Federal do Pará, 2024-07-04) FARIAS, Mirian Zuqueto; PALHETA, Franciney Carvalho; http://lattes.cnpq.br/8942939645217142; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967
In this contemporary study, we sought to analyze the point of view of teachers who teach mathematics in the 2nd year, in the early years of elementary school about their teaching practices in relation to mathematical literacy. Based on this work, an educational product entitled “Information Catalog: mathematical literacy for the early years - a survey for teaching practice based on eduCAPES” is proposed, containing information and didactic guidelines related to the results of the research, in order to help teachers in relation to the teaching of mathematics, highlighting all the teachers of the 2nd year of the early years of elementary school in the municipal education network, totaling 49 teachers. In view of this, we opted for applied research with a quantitative approach based on the methodological procedures of the case study. The information was collected using a questionnaire guided by google forms with 10 closed questions, in order to identify the teachers' point of view on mathematical literacy from the perspective of their own teaching practices. From this perspective, the theoretical basis is based on Rosalind Thomas (2005), Vygotsky (1996), Brian Street (2013), Tfouni (2017), Souza(2018), Passos and Nacarato (2018), Dante (2021), Soares (2021), Ubugai (2021), Nascimento(2021), Silva (2021), Carvalho (2022), Nunes and Alves (2023), Guerra (2023), Carvalho and Araújo (2022), Santos (2022), Possetti (2022), Silva and Oliveira (2022), Freire (1996), Ponte(2018), Alarcão (2022) Severino (2018) and Prodanov and Freitas (2012). In summary, the results highlight the importance of adapting and renewing pedagogical practices to ensure that the teaching of mathematics becomes more meaningful for students. A key aspect identified in the research is the need to emphasize, in teacher training, the importance of mathematical literacy as a process that prepares students to face practical problems, think critically and engage in activities that require mathematical skills.
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Matemazônia: textos estranhos que se entretecem
(Universidade Federal do Pará, 2024-03-07) MACHADO, Érick André Lima; LUCENA, Isabel Cristina Rodrigues de
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Um navegar pelos saberes da tradição das ilhas de Abaetetuba (PA) por meio da etnomatemática
(Universidade Federal do Pará, 2015-03-05) FORMIGOSA, Marcos Marques; SILVA, Carlos Aldemir Farias da; http://lattes.cnpq.br/7226908910873590; https://orcid.org/0000-0001-5463-1316; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967; https://orcid.org/ 0000-0001-9515-101X
The present work presents the final result of a qualitative research master's thesis developed in the Abaetetuba city (PA), specifically in the region of the islands of this municipality. The motivation for the research came from the author's immersion in a course of initial training of teachers to work in schools in the field that has been happening at the Federal University of Pará – Campus Abaetetuba and serves students from the communities of field regions and Islands roads of five municipalities of the lower Tocantins, Pará State. The research aimed to investigate how the knowledge of coastal tradition can contribute to an educational math education, without which these knowledge are conditioned to a mathematical concept institutionalized at school. The investigation was developed in three, of seventy-two existing Islands in Abaetetuba where we obtained the information through formal and informal conversations among the riparians, recorded in video, audio and pictures as methodological tools, in addition to the record of observations in field journal. Data were analyzed through the Ethnomathematics Program developed by D'Ambrosio (2001), after understanding what are knowledge of tradition and scientific knowledge, supported by authors such as Almeida (2009; 2010; 2012); Cruz (2007); Farias (2006). As well as the contributions of Santos (2003) in breach of some paradigms of modern science, which enabled the author to use Bicudo (2005; 2010) and D'Ambrosio (1996; 1999; 2001) because they presented sharp discussions on teaching Mathematics in Brazil, in addition to reading the National Mathematics curriculum parameters governing the teaching of Mathematics in Brazil. Galvani (2002), in turn, has contributed to important discussions on the training of teachers. In addition to finding in Morin (2010) the Foundation for the pursuit of education educational Math. The survey results indicate that the sociocultural context of Abaetetuba islands has a lot of knowledge of social, political, religious, and production that may contribute to the process of teaching and learning of mathematics in schools. Some of these knowledge go hand in hand with the school knowledge, establishing possible dialogues, especially those that are noticeable when looking at the visual. But, there are other knowledges that go in parallel, not just by the fact of not being easily identified, but because the school consider unimportant, pointing to a hierarchy of knowledge. Thus, there is a need to clarify that knowledge, as much as the school bordering, different as they are, seek to provide answers to the problems of the daily life of men and women.
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Práticas avaliativas no contexto dos anos iniciais: acontecimentos, circunstâncias e significados para refletir sobre a própria prática
(Universidade Federal do Pará, 2016-11-07) SANTOS, Noemia das Graças Rodrigues dos; DIAS, Josete Leal; http://lattes.cnpq.br/742141315853380; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967
This research refers to my personal experience and practical evaluation developed through my work as Pedagogic Coordinator acting as Teacher’s Tutor and Assessor for students on a set of private schools. This research was conceived from memory episodes with the theme evaluation, which has been building me up as a professional. I make use, by saying such, of my own life story, seeking to analyze my path of professional development as Formation Teacher and the lived experiences on the different moments of this path. Those which are organized on eight distinct narrative episodes, each one related with all the others, hence all of them has as main theme the Diagnostic Evaluation made on the students. These episodes clarify their meaningful contributions to my acting as Students Evaluator because each one of those made it possible to come up with unique learnings, that are connected and also foresee the lived past with a view of the present that is contemplative and solidified by the nowadays theorist epistemological experiences. It helped me to understand how my professional development took place. Two moments constitute as investigational systematics where things started to take shape: 1) Important memories of themed history that occurred on my professional walk on Pedagogical Coordination; 2) How we describe those moments and how we would explain in theory its influence on our professional development? This investigation is established as a qualitative research, on the case study modality for considering that it consists on going deeper on an individual subject. It states to answer questions whether the researcher has or not control over the studied phenomena. I take as empirical material the written records of real situations, on a narrative form, occurred on my professional acting that has the theme evaluation. The analysis is structured by content analysis of the spoken reports of teachers that lived those episodes with me, producing new meanings, if compared to situations from the present date. The results of this investigation reveals researching about the very own practical shape in a reflexive matter gives us back positive results for a practical study form. The theory foundation for this research has authors that studied the evaluation on the different aspects but above all on the formation. However, I do understand that research doesn’t portrays only the moments I have lived but also on the doings that got shaped through this extended living formation.
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Os projetos de investigação nas aulas de matemática em escolas ribeirinhas na ilha de Cotijuba
(Universidade Federal do Pará, 2013-04-16) SILVA, Carlos Alberto Nobre da; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967
This work analyses the possibilities of transformation a proposal of Mathematic Education based on projects investigation that promotes transdisciplinaridade and the students participation on the teaching /learning process. It brings to the development of the reflexive and critical competence for the integral education of students from grade school which are riverain, these competences, according to Skovsmose (2004) and Mora (2005) are necessary for the citizen‟s participation in our society. Based on Santos (2010) and others, I analyze the crisis on dominant paradigm in the sciences, and its unfolding in the education process and also its consequences on life of the traditional culture as the riverain. As theory base on Ethomathematic, mainly on Ubiratan D‟Ambrosio (2005; 2012), Gelsa Knijnik (2001) and Alan Bishop (1999) works, it also stablishes a dialogue with Critic Mathematic Education, it has as a reference the searches of Ole Skovsmose (2000; 2004; 2006) and David Mora (2005), on search of connections and mutual articulations which propitiate the education work with riverain population. At “Poção” community on Cotijuba Island specifically at Escola Pedra Branca ( Grade School, only for initial series) where I restored the empiric part of this search. For this work, I dealt with 19 (nineteen) students of that level of studies, 07 (seven) parents/students responsible and the school teacher. For the Methodology, I utilized two different and complement moments: the first one consists on approximation of the searcher to the riverain cultural universal of “Poção” community, it happened on three articulated stages: the observation, the interpersonal dialogues with the inhabitant of the community and the searcher participation on activities which it is being observed riverain‟s social practices. The second moment is more pedagogical. It is about the development with the students and their teacher using four settings for investigation of social economic and cultural activities from “Poção” community: naval carpentry, fishery handicraft, the collect and commercialization of fruit, the plantation of small country and vegetable-garden, all of those strategies were used to dialogue with cultural knowing/doing of the riverain and about the forms of used measures on the community and their relations with the studied measure on that level of studying of Mathematic school. From the analyses “settings of investigation” on (SKOVSMOSE, 2000), I made clear that the investigative projects of “transdisciplinar” character enable the students respect as subjects which produces knowledge, having as consequence the students active participation on their process of learning, and also, they give the visibility, on the course, the knowledge of tradition “putting them on interlocution with knowledge legitimated in our society with the scientific knowledge” (KNIJNIK, 2001, p. 25), establishing useful relation and mutual articulations between the mathematic knowledge and the riverain knowledge at “Poção” community from Cotijuba.
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O saber-fazer dos artesãos de Bragança-PA por uma abordagem etnomatemática
(Universidade Federal do Pará, 2010-08-06) LIMA, Reinaldo José Vidal de; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967
The aim of this research was to investigate the know-how in the production of rabecas in Bragança-PA and the mathematical relations proceeded by this context. The empirical research was constituted by systematical observations of the process of artisanal production of rabecas, considering the artisans’ practice. From the ethnomathematical viewpoint, the research occurred through filming, interviews and photo records of their relationship with the local culture, highlighting the Marujada Festival which happens every year in Bragança, whereabouts the rabecas are part of this tradition. This research search for the comprehension of the traditional know-how in the production of rabecas and the mathematical knowledge that are established as an organized knowledge, with a logic that is parallel to science, however completing it at the same time. The methodological concepts were based on the principles of qualitative research made in-loco, when the process of production of rabecas was accompanied in all the stages. The ethnomathematics was the theoretical support used to comprehend the field observation. The results showed us that the artisans have a unique logic for measuring and establishing mathematical comparisons using parts of the body and the senses such as hearing, seeing and feeling. The knowledge of masters in producing rabecas is only a different way to think about the empirical knowledge as part of science ans the mathematical know-how, commonly taught by formal education.
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Tarefas exploratório-investigativas para o desenvolvimento do pensamento algébrico nos anos iniciais: uma experiência para se pensar a relação ensino-aprendizagem-avaliação
(Universidade Federal do Pará, 2019-12-12) MESCOUTO, Juliana Batista; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967; https://orcid.org/0000-0001-9515-101X
This research aimed to investigate the manifestations of students in the early years in relation to the potential of exploratory-investigative teaching-learning-assessment tasks for the development of algebraic thinking. The theoretical contribution that guides this study is in the debates regarding the assessment for learning and the exploratory-investigative tasks in the field of algebraic thinking. The investigative activities were developed in a public school of regular education located in a peripheral neighborhood of the city of Belém/PA, in a class of the 4th year composed by 24 students, being 13 boys and 11 girls, aged between nine and ten years. The class was chosen because the students had not yet experienced experiences involving activities for the development of algebraic thinking. The investigative path was of a qualitative nature. It was based on the analysis of the development of tasks, considered as teaching-learning-assessment, carried out in the classroom by groups of students. Themes such as evaluation in the formative perspective (BLACK; WILLIAM, 1998; FERNANDES, 2009, 2011; VILLAS-BOAS, 2008), exploratory-investigative tasks (OLIVEIRA; PONTE, 1995) and the development of algebraic thinking (BLANTON; KAPUT, 2005) the theoretical framework of this research. In this sense, the exploratory-investigative tasks proved to be conducive to being worked on in the early years, mainly because it boosted the investigative spirit of students, so necessary for Mathematics, from its origin to the present day. They proved to be satisfactory to be worked on in the early years, mainly because they boosted the students' investigative spirit, they were also relevant and essential to articulate teaching-learning-assessment, through feedback directed to the development of algebraic thinking.
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Vivências autoformativas no ensino de matemática: vida e formação em escolas ribeirinhas
(Universidade Federal do Pará, 2015-08-25) COSTA, Lucélida de Fátima Maia da; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967
This thesis presents the results achieved by a qualitative research developed with ethnographical emphasis, which the objective is analyzing as formative practices, mobilized in continued training processes of teachers who teaches mathematics may make viable a teaching that considers, besides science, the context, the experience, the produced knowledge and the present forms of teaching and learning in river side dwellers communities as inherent elements in formation of a local subject and simultaneously global. The research employees are 8 (eight) teachers who teach mathematics in initial grades of Elementary School, in river side dweller schools of the Amazon State and Pará. The data are built with the information obtained by the teacher life stories and their training, and listening moments and MED-dialogues, circle of dialogues, elaboration of drawings and formative practices realized in the context where the teachers work. The theoretical foundation permeates all the text and it presents from the ideas and theories of thinkers such as Edgar Morin, Pascal Galvani, Marie-Christine Josso, Nóvoa, D’Ambrosio, among others. The results of my insertion into the reality experienced professionally by research collaborators based on theoretical contributions of Complexity, the Transdisciplinary and mathematics education allow me to make the case that when the continuing education takes place in a reflective and dialogic manner, situated in the context where teacher action takes place, extends the possibilities of strengthening relations with the mathematical knowledge enabling its embodiment in educational actions, it enables the development of transdisciplinary practices and provides a self-training the trainer teacher.