Navegando por Orientadores "MANFREDO, Elizabeth Cardoso Gerhardt"

Agora exibindo 1 - 10 de 10

Acesso aberto (Open Access)
Cartografias experienciais de formadores de professores de matemática: consciência de si e autoformação
(Universidade Federal do Pará, 2018-05-03) BELO, Edileusa do Socorro Valente; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
The personal dimension of the teacher is considered a constituent part of his professional identity, however, in what sense do personal experiences affect and transform our pedagogical practices? This research aimed to investigate the experiences of formers of mathematics teachers, seeking to understand self - formative processes produced by the formers from the reflection on their experiences. In order to achieve this, I developed the research with two formers of mathematics teachers from the Universidade Federal do Pará, which I followed in the courses Calculus I and Introduction to Real Analysis. I participated in their classes, recording them in audio and video; I used the field diary to record aspects of their practices, and then, when analyzing the field texts, understand the constituent experiences of their practices. From this, I propose dialogues with the formers seeking to delineate reflections expressed by them when questioned about these experiences. In methodological design, I opt for narrative research because of its characteristics of understanding the experiences and the emphasis on the continuity of these experiences throughout the subjects' lives. With the corpus of the research, I use Discursive Textual Analysis to perceive units of meanings and to construct analytical categories, called Experiential Nuclei. I argue that the process of teacher training of mathematics teachers can be motivated by the awareness that their experiences reflect, constitute and integrate their pedagogical practices, thus enabling teaching in higher education in mathematics based on the dialogical sense assumed by them, as subjects of themselves and their pedagogical practices. The research showed that in the pedagogical practices of the formers there are experiential nuclei that work as base elements /beacons for they deal with the student, with the mathematical knowledge, with the evaluative practices, in addition to everything that involves the teaching processes and that, when reflecting about their experiences, recognizes them as important substances to their current practices. So, (self) formative proposals directed to formers of mathematics teachers should consider the experiential nuclei and the knowledge of them emerging, because such knowledge consist the integral relations of the educational process of the formation of mathematics teachers and that, when developing a permanent process of critical reflection on their experiences, take on their self-learning process. As a result of the research process, I present three formative proposals based on experiential aspects evidenced by the research: Challenges outside the comfort area; The power of dialogue for self-awareness; and; Self-training through reflection on teaching practice.
Acesso aberto (Open Access)
Educação financeira na perspectiva do letramento matemático: uma proposta de formação continuada para professores do 2º ciclo do ensino fundamental.
(Universidade Federal do Pará, 2024-01-08) PARAENSE, Cleomara Batista; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
The purpose of this study is to analyze Mathematical Literacy practices in School Financial Education in Elementary Education. The study was qualitative in nature, and adopted participant research as its modality, seen as the most appropriate for this study, since the context of the research was to propose a Financial Education course for teachers, based on Literacy practices. Mathematician, resulting in the construction of educational product material on this topic, collaborating with teaching practice. The teacher training course was developed in four moments: presentation, basic foundations of the course, teaching and learning practices, and results. Mathematical Literacy practices in Financial Education were exposed through activities that addressed mathematical and non-mathematical content, which indicates a transversal and integrated approach to teaching Financial Education with other areas of knowledge. It is worth highlighting that the suggested activities sought to promote reflections and discussions, in order to guide and propose pedagogical practices exploring concrete situations experienced by the participants, which promotes reflective critical thinking in the context of Financial Education. The construction of the results was based on the initial and final questionnaires, field diary, with the purpose of recording and analyzing the teachers' perception of their knowledge regarding the subject, the experiences acquired in the training course, in addition to the teaching knowledge mobilized with teacher training, based on specific content knowledge, pedagogical knowledge and curriculum knowledge, from the research activities carried out during the course aimed at the fourteen research participants, from the public and private Basic Education network, in the municipality of Belém – PA. Based on the results of this study, the importance of addressing the theme of Financial Education from the perspective of Mathematical Literacy in teacher training courses in Basic Education and, consequently, the activities that address the theme, so that they can transform and generate reflections on teaching practice for teaching this theme in Basic Education, is defended.
Acesso aberto (Open Access)
Ensino de matemática e língua portuguesa no 1º ano do ensino fundamental: uma experiência interdisciplinar de letramento por meio de cantigas de roda
(Universidade Federal do Pará, 2024-05-22) MELO, Deymissa Sousa de; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
This study aimed to analyze the development of an interdisciplinary practice, involving mathematics teaching and Portuguese language teaching in a 1st year elementary school class, with the textual genre cantiga de roda as an integrating axis. This is a research into the practice itself, with qualitative research methodology, although it presents quantitative data with the aim of validating the research observations. Its theoretical framework was studies on literacy and the use of literary texts in mathematics classes. The research took place in 2022, in a 1st year elementary school class at an urban school located in the southeast of Pará, in the city of Parauapebas. The instruments used in the research were the diagnoses carried out by the class: initial, procedural and learning verification diagnosis, the research teacher's field diary, records in students' notebooks, as well as activities, photo records, videos and the transcriptions of the class audios recorded during the observation. The results show that the students were able to develop the Portuguese language and mathematics skills expected for the 1st year of elementary school, as foreseen in the National Common Curricular Base, based on the work developed with the textual genre cantiga de roda. It was found that listening to students and validating their opinions and resolution methods, based on field records, allows for greater interaction in classes and, with this, the development of new methods of solving a problem or challenge presented. It is understood that the teacher needs to develop integrative practices, since students are able to learn multiple knowledge from different teaching areas mutually, facilitating the approximation of the knowledge brought by the school to the knowledge learned outside this context. From the results obtained, the educational product entitled: integrating Portuguese language and mathematics in the 1st cycle of literacy was generated, with the purpose of offering suggestions for literacy practices in Portuguese and mathematics, based on didactic sequences of the textual genre cantigas de wheel.
Acesso aberto (Open Access)
Ensino de operações básicas com jogos a uma estudante com transtorno de espectro autista (TEA)
(Universidade Federal do Pará, 2024-05-24) OLIVEIRA, Luiza Barros; MANFREDO, Elizabeth Cardoso Gerhardt
Acesso aberto (Open Access)
Formação de professores com software de geometria dinâmica: conhecimentos para a docência mediados por tecnologia.
(Universidade Federal do Pará, 2023-06-01) FREITAS, Cláudio Lopes de; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
The research problematizes the training of teachers who teach mathematics in the early years of elementary school for the use of dynamic software in teaching geometry. It aimed to analyze the contributions of a continuing education course, mediated by the GeoGebra software, to mobilize pedagogical and technological knowledge of mathematical content among teachers in the initial years of Elementary School. The theoretical basis of the study followed, among other references, the contributions of the Technological Pedagogical Content Knowledge model, which challenges thinking about teacher training in the articulation of the knowledge necessary for a pedagogical practice using digital technologies. The course analyzed was offered in the first semester of 2022, online, with synchronous and asynchronous activities, with 19 students. The investigation follows the methodology of a qualitative case study, from a research-training perspective. The data collection instruments included the application of 3 questionnaires, the field diary and the recording and transcription of the course participants' interventions during the meetings. Data processing used procedures appropriate to the nature of the information collected. In quantitative analyses, descriptive statistics were used, and in qualitative analyses, Content Analysis was used, with the support of the free software IRaMuTeQ. The results indicate that the training reached teachers with a lot of experience in the initial years and interested in improving their training in the area of mathematics and technology, some even completed more than one undergraduate degree or attended postgraduate studies. Despite this, they indicated initial and continued training as limited with regard to mathematical and digital knowledge, especially about teaching mathematics to children. The results also demonstrated that course participants had greater difficulties with the contents of flat figure transformations (isometric and homothetic), exactly those that most demand the use of digital resources, limiting the exploration of these contents to the textbook. In general, gaps were observed in terms of digital literacy among course participants who demonstrated different feelings and insecurities regarding the use of technologies in teaching. After the training, participants assessed that the course showed them the possibility of integrating technology with other manipulative resources already used. They also indicated the improvement of feelings regarding technologies and the expansion of different knowledge during training, corroborating that a course on technology in teaching mathematics is not limited to mere instrumental training. Finally, the conclusions of the study indicated the need to propose a GeoGebra course aimed at teachers who teach mathematics in the initial years, with an educational product being developed to meet this need.
Acesso aberto (Open Access)
Percepções docentes sobre sexualidade humana na perspectiva do letramento científico nos anos iniciais do ensino fundamental
(Universidade Federal do Pará, 2018-08-14) MESQUITA, Adriano Santos de; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
This is a research-action (BARBIER, 2004; THIOLLENT, 2011) approaching educational insight about human sexuality on scientific literacy perspective in the Elementary School. The sexuality is took on as a contemporary and extensive conception under the biological, social, emotional, cultural and religious views (OLIVEIRA, 2019), as well as the scientific literacy as practices which promote an understanding about knowledge related to science and technology including their use and comprehension in everyday actions (SANTOS, 2007). The purpose of this research was to investigate in which ways teachers of elementary education talks about human sexuality considering the scientific literacy. It was given a special attention to the new perceptions about their approaching, starting from the formative processes promoted in the elementary school context. This research was at Rosa Gattorno Elementary School, located in the city of Belém-Pará. Four teachers participated of all stages of this research, and they were selected considering their experience with students from 1st to 5th grades and also their formation in Pedagogy. The material used in this research was: a set of objective and subjective questions previously applied to the teachers in moment of interaction; pedagogical meetings; training workshops. All of these actions were planned by the institution with the purpose of contribute to the formation of teachers. They were also registered in the field diary used during the research. The conclusion of all these actions was through eight teaching series that make part of this dissertation called ―Suggestion to talk about theme related to human sexuality in Elementary Scholl‖, it also included semi-structured interviews, held at the end of the process and that started from two issues alluding to the new perceptions manifested by the teachers. It was used The Discursive Textual Analysis (DAT) (MORAES; GALIAZZI, 2016) for the analysis of the teachers' perceptions on the subject, after the interventions. As a result, it was evidenced school practices in contents of human sexuality, and sometimes, unrelated to practices of scientific literacy, showing unfamiliarity of this approach in class. Changes have been observed, leading to the conclusion that the teachers' perceptions, previously focused on biological and scientific discourses related to the teaching of human sexuality, after the training moments, point to the construction of new knowledge that comes to understand sexuality in dimensions and scientific literacy as a new concept that must be linked to the social practices of students in the elementary education.
Acesso aberto (Open Access)
Pesquisa da própria prática ao ensinar matemática: uma análise de estratégias de resolução de problemas com estudantes do 5º ano de uma escola do campo
(Universidade Federal do Pará, 2020-02-28) BARREIRA, Jonas Souza; OLIVEIRA, José Sávio Bicho de; http://lattes.cnpq.br/9368147336655765; https://orcid.org/0000-0001-7616-6961; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
This study aims to investigate the way in which the teacher practices contributes to the 5th year students of a field school, which are strategies to solve addictive problems. It is a research of the practice itself, as a research methodology, which includes the perspective of Qualitative Research in Mathematical Education, for which the researcher teacher assumes a double role: the teacher who teaches mathematics to students in the field and the researcher of his own practice. It had as a theoretical reference the theory of the reflective teacher combined with problem solving, such as the possibilities of improving the teaching of mathematics and a reflective practice of the teacher who teaches mathematics. A research took place in the first semester of 2019, in a class from the 5th year of elementary school in a field school, located in a campaign community in the region of Marabá, southeastern Pará. The instruments used were the field diary of the researcher teacher, the student notebooks and the transcripts of the audios of the lessons recorded during an observation. The results show that students also learn built for school to learn mathematicians, thereby building new strategies for solving mathematical problems. Still, that a mediation teacher through dialogues with students allows for more interactive and interactive classes, as it allows students to expose their thoughts and share their problem solving strategies. It is understood with this that the teacher needs to cancel a teaching practice based only on the use of instructional rules and methods, it is necessary to diversify or teach how to give a voice to the student, with no sense of not listening for himself, for his colleagues and for the teacher , realizing knowledge that the student carries as an important epistemological baggage for the teaching of mathematics and what are the valuable knowledge as essential for the process of teaching and learning mathematical content.
Acesso aberto (Open Access)
Pesquisando a própria prática em um processo de construção de conhecimentos científicos com alunos dos anos iniciais do ensino fundamental
(Universidade Federal do Pará, 2016-06-20) LOBATO, Sílvia Cristina da Costa; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196
Take own teaching action as a research object contributes to the teacher's improvement and the academic success of their students. Researches in this direction are important for the ability to develop the teaching role in the process of teaching and learning, with autonomy and construction of reflection possibilities and reframing of the actions developed. In this context, to inquire about my own practice, I came to the following guiding questions of this master's research: what challenges and opportunities that arise in the practice of teaching with research? In what terms to develop the teaching of science through investigative sequences contributes to my own teacher training and to build knowledge of my students in the early years of elementary school? Given these issues, the following goal was established and directs my gaze during the research: to investigate their own teaching practice in the early years of elementary school, using teaching investigative sequences as a means to streamline the process of building scientific knowledge of students and to improve my action as a teacher, allowing the development of an educational product able to assist in training other teachers. The qualitative approach to narrative mode guides that walk. For the analysis of practice with students, use the reference of Piaget and Vygotsky, as well as the production of authors who discuss the teaching action as reflection and research process. The field work was done in my own classroom with a group of 4th year with which I developed three sequences Investigative (SI) on the floating bodies in the water, involving concepts of mass, volume and density and care for the environment . For data logging, I used the everyday narrative, audio recordings and video lessons and activities of students drawn from classroom practice. For data analysis, I resorted to the discursive textual analysis, enabling the reinterpretation of experiences and their meanings. As a result of the action and the very practical reflection process, I observed the development of investigative attitudes in students, the expansion of spontaneous concepts about the contents studied and the exercise of individual and group action, as well as reflective and independent postures on their own learning process, and for me also experienced in the course of work. In this dynamic, I discussed about everyday teaching, conceptual learning of science and some challenges when researching the practice itself, such as lack of time and space for research in school, difficulties in acquiring continuing education to the teacher researcher, the belief that you only can do research in the academy and the sole and exclusive teacher's job is to teach classes. Some possibilities of research on the practice itself are highlighted, such as understanding and / or change practice, valuing the teacher as a processing agent; teacher training for research, expanding its reflexive posture and solidifying its commitment to the students, with the school and community, and the formation of reflective professional communities that contribute to the proposition of new educational practices. In these terms, I support the research of the practice itself, its own characteristics and purposes, as a challenge for the teachers interested in reflecting on the quality of their work, expanding their training and their students, thus contributing to the production of knowledge in the area.
Acesso aberto (Open Access)
Práticas colaborativas de professores ribeirinhos: reflexões sobre a construção do conceito de número
(Universidade Federal do Pará, 2019-12-16) SANTOS, Batista Moraes dos; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
This research involves teacher training in face of the concept of number in the first year of elementary school in riverside schools in Belém, taking as a reference collaborative actions involving the researcher teacher and two schoolteachers. The research is characterized as qualitative, of collaborative character and had as general objective to understand cognitive processes in the construction of the concept of number of students of the first year of Elementary School in riverside schools, through collaborative teaching practices, seeking to reflect and intervene in these processes of mathematical teaching and learning. A research professor, two collaborating professors, 20 students from the 1st year of School 'A' from the municipal school system and 24 students from the 1st year of School 'B' from the state school participated in the research, both located on the island of Cotijuba in riverside area of the municipalityof Belém-PA. During the first academic semester of 2018, participant observations, moments of text studies and preparation of mathematical activities were carried out, aiming to improve the pedagogical training of those involved to understand and intervene in the processes of conceptual construction of the number of students. The theoretical and conceptual bases are based on the psychogenetic studies of Jean Piaget and his collaborators. Analyzes and collaborative actions carried out indicate that students, when starting elementary school, present notions of numeralization, since they know what a lot is, what is little, greater, and lesser and perceive the numeral as a representative of quantity. However, few have the relational perception of number, as they still do not achieve equality and the conservation of discontinuous quantities, meanwhile they have advanced in their understanding of number through the activities they participated in the research. As for the collaborative context, it was noticed, throughout the research, that the sharing of experiences and training moments in the working environment generate possibilities for personal and professional development of the teachers and students of these teachers. Collaboration underpins thinking and acting; and acting or reflecting in a spiraling movement that permeates the critical observation of one's own practice in the face of the actions of the other and his own action, intervening directly in the pedagogical practice of teachers and in the learning of students of these teachers.
Acesso aberto (Open Access)
Reflexões sobre a própria prática em experiências de letramento e letramento matemático
(Universidade Federal do Pará, 2021-06-14) UBAGAI, Rute Baia da Silva; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
The investigation was a survey of the practice itself, carried out during 2019, with a class from the Elementary School from a public school in the city of Belém-PA. In the study, I assume the roles of teacher and researcher, and fulfill the objective of analyzing teaching experiences in the teaching practice itself, reflecting on literacy and mathematical literacy activities. The qualitative approach of investigation of the practice itself was added to the perspectives of literacies defended to reach the proposed objective. Twenty-eight students from an Elementary class under my responsibility in 2019 participated in the research. The methodological procedures included studies of basic research references; class records in a field diary with audio recording, photographic records and document analysis, which were articulated in a reflective report of the actions developed that included diagnoses of knowledge about mathematics and written language at the beginning of the school year and the proposal of organization of the classes through Didactic Sequences (DS) of which I highlighted one involving the poem genre “Balada para uma rima personalizada” and that made possible the analysis and reflections. The results point to the power of narratives that give rise to and enhance my role as a literacy teacher-researcher in the mediation of knowledge in the classroom and demonstrate the understanding of the complex and contradictory act of teaching and learning mathematics and mother tongue, from the perspective of literacy with appreciation of the mathematical and linguistic strategies in the written records of the students, which reveal representations about this knowledge. This led me to rethink ways of relating to mathematics and of conducting teaching in my didactic proposals, with the creation of strategies in which students, in groups, were led to dialogue, debate among themselves and create their own means of learning, understanding mathematics in a perspective of knowledge constructed through meanings and representations attributed to concepts, in order to organize, understand and act in the world around them, especially when challenged to solve problem situations. In the same way, this problematization and actions during the DS were important to stimulate the desirable advances in reading and writing, given the interaction with the written material and perceptions of the functions of the approached textual genre. These findings denote the promotion of the constitution of students' autonomy, with emphasis on the integrative role sought in the teaching-learning process of the language and mathematical notions. In conclusion, it is worth saying that the research experiences and the reflections that took place in it allowed me to rethink a paradigm of disciplinary teaching of curricular components, through a mobilizing proposal for the integration of this knowledge in the process of literacy and literacy as a social construction that could have repercussions in the school life of the participating students, who will continue their literacy journeys during schooling and life in society.