Navegando por Orientadores "SOUZA, Elizabeth Gomes"

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Análise da fala-em-interação professor-alunos na Aula de Matemática: um enfoque na Psicologia Discursiva
(Universidade Federal do Pará, 2021-05-06) MACÊDO, Laécio Nobre de; SOUZA, Elizabeth Gomes
Investigating the phenomenon of talk-in-interaction is a practice that has been expanding in research in the social sciences, linguistics, communication, psychology and education. In this scenario, Discursive Psychology (DP) emerges as a theoreticalmethodological perspective in the conception of the discursive phenomenon capable of contributing to the development of research in Mathematics Education. Interpretative repertoires and the Discursive Action Model (DAM) are concepts proposed by DP theorists that can connect different particularities that are present in the speeches of the participants in a systematic way, emphasizing the activities carried out by such particularities in the subjects' social practices. This research arose from the need to investigate the speeches-in-interaction that occur in the mathematics classroom taught by teachers without qualification to teach this discipline at school. The study aims to analyze the talk-in-interaction between teacher-students related to the interpretative repertoires and linguistic processes of action, fact and interest and responsibility that occur in the mathematics classroom. This is a study with 30 students from the 6th grade of middle school in a public school in the city of Imperatriz - MA and a pre-service teacher in the Natural Sciences Degree course at the Federal University of Maranhão (UFMA). The production of data was carried out in three stages: audiovisual recordings of mathematics classes, transcription of dialogues, coding and analysis of the talk-ininteraction. The results indicated the occurrence of didactic, pedagogical and arithmetic interpretative repertoires in the speeches of the teacher and students. Throughout the mathematics class, the teacher used the following discursive resources: attribution of advantage, technique of questions, inoculation of interests and role-play. Such resources represent an advance for the field of DP and Mathematics Education because they help to understand how teaching and learning situations related to arithmetic concepts are developed through the analysis of talk-in-interaction in the classroom.
Acesso aberto (Open Access)
A escolha do tema em livros de modelagem matemática
(Universidade Federal do Pará, 2015-04-09) OLIVEIRA, Luiz Antonio Ribeiro Neto de; SOUZA, Elizabeth Gomes; http://lattes.cnpq.br/6420273024357999
In this survey, we aimed, first, identified the highlights on the Choice of theme in Mathematical Modeling in Mathematics Education contained in books dealing about Mathematical Modeling, published or reprinted in the second decade of this century. After identification, we cut out paragraphs on choice of theme found in these books and, through the process known as discourse analysis, we obtained significance units and categories. Finally, we discuss and integrate the ideas grouped into categories, and this we led to the presentation of a perspective for the choice of theme in Mathematical Modeling.
Acesso aberto (Open Access)
Modelagem matemática articulada à Teoria Ator- Rede em uma casa de farinha em Breves-Pa
(Universidade Federal do Pará, 2022-03-17) OLIVEIRA, Luiz Antonio Ribeiro Neto de; SOUZA, Elizabeth Gomes; http://lattes.cnpq.br/6420273024357999; https://orcid.org/0000-0001-7119-0348
The general objective of this thesis was to configure an approach to develop mathematical modeling activities which was articulated to the Actor-Network Theory. It is expected to present the Mathematical Modeling as a field of studies that deals with the construction of mathematical models from sociotechnical networks, that is, symmetrics and hybrids relationships between human and nonhuman actors constituents of a particular culture. And answer the question of the non-transferability of meaning of realities from one culture to another. The specific objectives were to articulate elements of Actor-Network Theory to elements of the Mathematical Modeling to delineate the said configuration and to construct mathematical models from the practice of flour production in a flour house in the city of Breves articulated to the Actor-Network Theory as a proposal for that configuration. As a result, a approach was obtained that enables teachers and students to investigate problems based on sociocultural practices in order to build a mathematical model, not necessarily governed by school or academic content, that represents that practice. The description in the chosen flour house focusing on relationships between humans and non-humans, in a hybrid and symmetrical way, is characterized as one of the initial steps for mathematical modeling activities. In the following steps, mathematical practices are identified on which questions must be identified to be resolved through the configuration of mathematical diplomodels. The process to arrive at mathematical diplomodels from sociocultural practices must be guided by the following steps: performed practice, sociotechnical description, mathematical figurations, problem identification, mathematical configuration and socialization of immutable mobile.
Acesso aberto (Open Access)
A perspectiva da criança em atividades de modelagem matemática nos anos iniciais
(Universidade Federal do Pará, 2018-02-20) ALVES, Lília Cristina dos Santos Diniz; SOUZA, Elizabeth Gomes; http://lattes.cnpq.br/6420273024357999; https://orcid.org/0000-0001-7119-0348
O objetivo desta pesquisa foi constituir uma atividade de modelagem com crianças e na perspectiva delas, dando voz e vez às crianças na constituição da atividade de Modelagem Matemática, respeitando os seus modos de ser e estar no mundo. Esta pesquisa é orientada teórico-metodologicamente pela concepção de criança substanciada principalmente em Walter Benjamim, Kohan e Sarmento, para quem a criança é concebida como produtora e portadora de cultura, social e historicamente construída e sujeito da sua relação com o mundo. Discorremos sobre alguns conceitos de criança e infância, bem como apresentamos um breve estudo sobre algumas pesquisas que delineiam atividades no âmbito da Modelagem nos anos iniciais. Trata-se de uma pesquisa de natureza qualitativa. Para a coleta de dados, recorremos às técnicas e instrumentos adequados à pesquisa com crianças para abordar o tema violência dentro da proposta de Modelagem Matemática. A coleta de dados ocorreu em uma Escola Estadual de Ensino Fundamental e Médio, localizada em um bairro periférico da cidade de Belém-PA. Os participantes da pesquisa foram 16 crianças entre 5 e 8 anos de idade, que compunham uma turma do 1º ano dos anos inicias do ensino fundamental. Os resultados da pesquisa propiciaram debates relevantes sobre o tema violência em contextos diferentes, suscitando temas matemáticos e não matemáticos, e obtiveram como produto final discussões, criações e desdobramentos que vislumbraram a perspectiva da criança, de modo a demonstrar sua capacidade de produzir, interagir e intervir na proposta da atividade por intermédio de sua cultura material, culminando com uma atividade de Modelagem Matemática constituída com as crianças, a qual foi socializada para o público da escola e para a família.
Acesso aberto (Open Access)
Práticas socioculturais de comercialização na formação intercultural indígena do Oiapoque-Amapá: resistências e mudanças frente às amarras da colonialidade.
(Universidade Federal do Pará, 2024-03-22) LEITE, Maria Adriana; SOUZA, Elizabeth Gomes
The socio-cultural practices of commercialization among the indigenous peoples of OiapoqueAmapá are shaped by the socio-cultural traditions of indigenous communities and have been adapted over the years. In this regard, this work offers reflections on the socio-cultural practices of commercialization among indigenous academics of the Indigenous Intercultural Teaching Degree Program at UNIFAP, Oiapoque-Amapá. The aim is to problematize the socio-cultural practices of commercialization among the indigenous peoples of Oiapoque-Amapá within the scope of teacher education, which has been operationalized in the face of the shackles of coloniality. Through the voices of indigenous individuals in training in the intercultural indigenous teaching degree program, I present accounts of commercialization practices highlighting the influences of coloniality that permeate various activities in their communities. In this work, coloniality is understood as the continuation of the propagation of colonial thought, expressed in various dimensions of social life through dominant relations of power, knowledge, and being, which are present in various forms and in the discourses reproduced daily in society. Methodologically, the research adopts a decolonial approach that does not propose a universal method but points to epistemological possibilities in the methodologies used by researchers. Thus, the adopted methodology sought to build knowledge collectively, attempting to bring forth the voices and visibility of the peoples, valuing their knowledge, experiences, and perspectives. From the reflections shared in this work on the socio-cultural practices of commercialization among indigenous peoples in training at UNIFAP, it is evident that although indigenous peoples have been influenced by colonialities that permeate their lives, they still resist the forms of domination of certain patterns of action in commercialization practices and their exchange relations caused by the dominant Western culture.
Acesso aberto (Open Access)
Problematizações indisciplinares de práticas matemáticas sobre o açaí na formação inicial de professores da/na Amazônia paraense.
(Universidade Federal do Pará, 2024-04-25) MONTEIRO, Luis Paulo Carvalho; SOUZA, Elizabeth Gomes
This research adopts grammatical-deconstructionist therapy as its main approach, grounded in a self-reflective, questioning, and open dialogue. This format allows for the practice of decoloniality in shaping a transgressive writing, free from classic models of research reports. The questions raised were formulated during the production and study of the dissertation, aimed at problematizing the themes addressed. Our objective was to problematize, in an undisciplined manner, the sociocultural practice of consumption, production, and use of açaí with future teachers, and to identify the effects and emotions generated by such problematization. A course was organized at the Institute of Mathematical and Scientific Education of the Federal University of Pará (IEMCI-UFPA), consisting of four biweekly meetings on "Teaching Mathematical Practices in/of the Pará Amazon: The Case of Açaí," starting with a cultural research archive composed of clarification notes, videos, audios, images, reports, hyperlink and transcriptions about the practice of açaí. The analysis adopted a decolonial and undisciplined perspective, using transcripts from the meetings as a reference. The selection criteria considered the approach to the practice of açaí and its effects on human lives and other natural beings, providing insights for reflection along with academic literature. The research reveals cultural, environmental, social, and economic erasures resulting from the project of coloniality in the sociocultural practice of açaí, impacting biodiversity and the food and cultural reference in the Pará Amazon