Navegando por Orientadores "SOUZA FILHO, Erasmo Borges de"

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1978: Licenciatura intercultural indígena da UEPA: saberes matemáticos e prática pedagógica
(Universidade Federal do Pará, 2017-05-02) LIMA, Aline da Silva; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; https://orcid.org/ 0000-0002-4092-7973
This work brings the study and analysis between the training of indigenous teachers and educational practice effective of these teachers in indigenous schools, considering the intersection of knowledge about traditional indigenous knowledge and emphasizes the need for dialogue between their traditional knowledge in math education practices, contributing to the improvement of indigenous teachers in the process of academic training. Being the research of qualitative nature approved in the case study, having as a starting point the following question: how was accomplished the pedagogical practice of indigenous teachers in training in Intercultural Indigenous Degree UEPA, considering the intersection of school knowledge and indigenous knowledge? In order to make a comparative study between the formation of indigenous teachers and their pedagogical practices in mathematics, considering the intersection of school and indigenous knowledge in school Parkatêjê and Kýikatêjê, of the indigenous land Mother Mary. For research were considered the views of the students and teachers/trainers of the intercultural indigenous university degree course. The interview was the basic procedure of research, whose analysis procedure sought to highlight paths to achieving more productive education to develop their scientific knowledge learned in the academic, confirming the idea that there is only one way to systematize the teaching, but relate to traditional indigenous wisdom with scientific wisdom. With reference to surveys, discussions and the monitoring of indigenous scholars in their trajectories in the institution of higher education, through the Intercultural Indigenous University degree course at Universidade do Estado do Pará-UEPA and supported by such authors as Candau (2006) defends the position that the differences are intrinsic, constitutive to educational practices, Knijinik (2012) addressing the thought etnomatemático interested in examining the practices outside school , Ferreira (2001) where the recent sociocultural determinations indicate a ressignification of education, Luciano (2006) discusses the indigenous question for various aspects of your social organization, D'ambrosio (2011) pedagogical practices related to Ethnomathematics enable to overcome the walls of the classroom and RCNEI/National Curricular Reference for Indigenous School (1998), which discusses the development of a proposal for intercultural education giving a new meaning to curricular content.
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Educação matemática no curso pedagogia das águas: reflexões dos professores em formação
(Universidade Federal do Pará, 2012-04-04) SOUZA, Janaína Carvalho de; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; https://orcid.org/0000-0002-4092-7973
This research developed at Masters level, entitled Mathematics Education Course in Pedagogy of the Waters: Reflections of teachers in training, is located in the field of mathematics education, discussion, questioning about the terms in which the training course in pedagogy of water allowed to educators riparian Abaetetuba-Pa use Amazonian culture in mathematics classes in the early years. The overall objective is to investigate how mathematics education was seen during the course, which reflected in teacher training. Field diary, semi-structured interviews, informal conversations and analysis of documents: for the purposes of qualitative research some instruments for data collection, such as were used. As main theoretical results we have: Brito (2008), Queiroz (2009), M. Sousa (2010) and E. Sousa (2010), with its developed research on mathematics education; D'Ambrosio (1999, 2005), Lorenzato (2006 ), Gill (2006), Nacarato (2009) and Gomes (2009) ideas about teacher education, mathematics education and mathematics teaching in early years; Freire (2011) on addressing the literacy process; Ribeiro (2010) Hage ( 2006), Loureiro (2001) and Ferreira et al (2007) for evidence on rural education and riparian education, and Morin (2003) with some teachings on Complex Thought. The survey enables us to state that the knowledge about riparian enhancement of cultural knowledge plays an important role in the teaching and learning process, given that they recognize this process.
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A geometria das pinturas corporais e o ensino da geometria: um estudo da escola indígena Warara-Awa Assuriní, Tucuruí, PA
(Universidade Federal do Pará, 2015-10-05) AMADOR, Aldenora Perrone; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371
This research is a study on the geometric aspects of Assuriní body painting and its use in geometry teaching, in Indigenous School Warara awa Assuriní, the Trocará Village in Tucuruí, Pará, from the pedagogical practice of two indigenous teachers of their own village. The survey was conducted in two groups of lower elementary school in geometry lessons with the intention to verify the intersection between mathematical knowledge and indigenous and traditional knowledge also in classes, one of the times when the body painting is developed. Interest in the subject was given from my professional experience from June 2006 until August 2011 at the Municipal Office of the City of Tucuruí Education, have contact with the Indigenous Education. The research is supported by the views of D'Ambrosio (1990; 1997; 2002; 2011); Vergani (2007); Gerdes (1992); Sebastiani Ferreira (1993, 1994) and Almeida (2010). Considering the body painting as an important symbolic aspects of Assuriní culture, and in this respect, the cultural determinants of the geometry of the paintings, as these elements are considered in math classes, particularly in the teaching of geometry in the lower elementary school, to be the child's gateway to the school. From the pedagogical practices of indigenous teachers at the school, was made based on Ethnomathematics, a reflection on the teaching of geometry and the geometry of the body painting. By doing a comparative study of the practices of the teachers, there are two educational paths, one that values and uses aspects of indigenous culture, and others that dissociates in teaching these aspects. In this sense, the study points out of school geometry teaching opportunities from the geometry of the paintings, because this is an important symbolic aspects of Assuriní culture, and in Elementary Education Minor for being indigenous child's gateway to the School. This implies the redefinition of geometry classes, with the appreciation of the history indigenous culture of this ethnic group, favoring the context of indigenous knowledge in the teaching of mathematics, as well as in conjunction with other areas of knowledge.
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Nas ondas das ciências : uma experiência educativa na rádio comunitária primavera, PA
(Universidade Federal do Pará, 2022-11-25) ALMEIDA, Jamilla de Nazaré de Oliveira; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; https://orcid.org/0000-0002-4092-7973
Thisresearch aimsto look into the educational experience of the CommunityRadio of the Municipality of Primavera-Pará as a didactic-pedagogical tool for the dissemination of educational contents in Science, contributing to the integral formation of 4th and 5th year students during the Covid-19 pandemic. We approach the characteristics, themes and educational curriculum of the municipality as strategies and source of educational information on the contents of the referred discipline. Based on interviews with teachers, parents and students about radio and its role as a broadcaster of teaching and learning in this pandemic period, we sought to analyze the social context, marks, impacts and characteristics of this remote education. The main theoretical and methodological framework provides a brief review of the use of radio for education. We see the importance of radio for the Amazon, as well as for the Primavera community, even in a time of effervescence on the internet and social networks, with an emphasis on the relationship established between listeners and speaker teachers/students. The qualitative analysis also showed us that the school public is the one that most participates in the broadcasts, as well as the public of parents and teachers from other cities are also present, making us have new subsidies for the analysis of the current research context.
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Professores pesquisadores em educação matemática no Pará. Da produção de conhecimentos à prática social
(Universidade Federal do Pará, 2020-04-30) SILVA, Carlos Alberto Nobre da; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; https://orcid.org/ 0000-0002-4092-7973
The graduate in Science and Mathematics Education in Brazil has consolidated itself as an important field of research in the teaching area, allowing students the opportunity to research and expand knowledge in the area, as well as in the reflection and proposition of alternatives for teaching Science and Mathematics. The increase in graduate programs in the area has been relevant, despite the asymmetries in their distribution among the regions of the country. However, researches that problematize the unfolding of the production of these programs for the social practice of new PhDs in the area are still insufficient. In this sense, this study sought to answer the following question: in what aspects the theses in Mathematics Education produced in the Graduate Program in Science and Mathematics Education – PPGECM reverberate in the social practices of researchers graduating from the program, and their possible repercussions and developments? For this, my objective was to analyze the theses in Mathematics Education produced in the Graduate Program in Science and Mathematics Education – PPGECM of IEMCI/UFPA, identifying the speeches and their intersections/consequences in the social practices of the researchers who graduated from the program. The theoretical-methodological foundation was based on Kilpatrick (1996), Miguel et al (2004), Triviños (2006), Saviani (2007), Greimas (1973; 2012), Fiorin (2015) and Barros (2011). Methodologically, the semiotic discourse analysis of the 43 thesis produced in the program from 2012 to 2018 was carried out, and 12 semi-structured interviews with doctored professors graduated from the PPGECM who are working at different levels of national education: basic education (initial years, elementary and high school), professional and technological education, higher education (undergraduate and graduate). The result of the analysis of the theses and the interviews was compared with the Lattes curriculum of the interviewees in order to verify the developments. This resulted in the existence of connections that contributed to the continuing education of researchers in this doctoral program, in improving research in our region and in the necessary identity constitution of this professional category - that of Mathematics Education professionals. Thus, we defend the thesis that doctoral research produced by PPGECM graduates has produced relevant impacts, consequences and developments that have an impact on the social practices of these authors, through participation in academic research groups or projects, critical reflections on their own practices, increase in the production of scientific articles and, above all, insertion in the process of academic formation and new researchers for the Amazon region.
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Saberes e fazeres de pescadores de caranguejo de São Caetano de Odivelas/PA: uma abordagem etnomatemática
(Universidade Federal do Pará, 2017-02-13) MORAES, Ronny Gleyson Maciel de; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; https://orcid.org/ 0000-0002-4092-7973
This study presents the results of a qualitative research developed in the municipality of São Caetano de Odivelas / PA and aims to analyze the knowledge and practices of the daily activities of crab fishermen and the possibilities of use in teaching and learning mathematics in Elementary School. The theoretical contribution is based on studies directed to Ethnomathematics, which studies the relation of mathematical ideas with the sociocultural knowledges of human behavior. The research has been carried out since 2013 and, for this dissertation, the research work was carried out from November 2014 to July 2016, and was developed with the participation of three crab fishermen, a mitermaster and a crabmeat collector by Observations of their capture, processing and marketing practices. The analytical content was constituted by means of interviews based on informal dialogues, photographic and audiovisual records, which served as source of information for the analysis of the research. The proposal to present possibilities of interaction between school mathematical knowledge and traditional knowledge of crab fishermen largely reflects my life history in São Caetano de Odivelas, since I had the opportunity to perform this activity in my adolescence, which Made an interest in understanding their knowledge and actions with a focus on the educational. With the accomplishment of the research, it was verified that it is possible to use in the school environment the traditional knowledge of the crab fishermen relating their labor activities to the teaching of mathematics making a connection between these knowledge.
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Simetria nas estamparias afro-brasileiras: da visualidade à sala de aula
(Universidade Federal do Pará, 2020-05-28) PERES, Élida de Sousa; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; https://orcid.org/ 0000-0002-4092-7973
This research is a study on the geometric aspects in African-Brazilian stamping, with an interface in ethnic-racial relations and its use in the teaching of mathematics at school. It aims to conduct an investigation into Afro-Brazilian geometric patterns and their potential use in a contextualized way in the teaching of symmetry, in elementary school mathematics, establishing relations with the law 10.639 / 2003, which indicates the obligation of teaching history and African and Afro-Brazilian culture in basic and higher education. With this research, it is intended to make use of Afro-Brazilian stamping, establishing a connection between Afro-Brazilian culture and the teaching of geometry in mathematics. Thus, to guide this process, we have the following question: How to establish relationships between Afro-Brazilian prints and their cultural meanings with the teaching of symmetry at the fundamental level? In this sense, the research is theoretically based on studies by Thompson (2011), which conceptualize culture and, based on these studies, we dialogue with Canclini (2008) on hybrid cultures; Farias and Mendes (2014) deal with culture in mathematical practices; Almeida (2017) studies traditional and scientific knowledge; Mignolo (2008) and Quijano (2010) deal with coloniality. As a methodology, we will approach ethnomathematics with the studies of D’Ambrosio (1996, 1997, 1999, 2005); Gerdes (2010, 2012); Vergani (2007); Fiorin (1995) and Barros (2005), with discursive semiotics. This leads to the understanding of the historical process of cultural relations related to ethnomathematics as a way to break with mathematics considered traditional, allowing other thoughts for its teaching.
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Translaçados: sensações com a arte para tecer a sexualidade no ensino de ciências
(Universidade Federal do Pará, 2017-11-03) SOUZA, Marcelo Valente de; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; https://orcid.org/0000-0002-4092-7973
I am a education‘s weaver; I weave wires of art education and pedagogy in school productions and activities with the curriculum in motion and the new guidelines of the Brazilian Basic Education; but I feel decontented with the tight knot of normatization and moralization that intensifies in the school, over the years, which remains a traditional and formal subject. They are ties, strings, wires and twisted and drawn tissues, which suffocate the school curriculum, causing hangings and gags to the subjects involved in the process of educating by singularity and antiauthoritarianism. Involved by the vibrational readings of the theorists of the philosophy of difference, contemporary theoreticians of educational think and interlocutors of other disturbing ways, I set out to investigate different threads of sexuality in the literary arts, rhythmic arts, visual arts and film art. The preoccupation suggests to move a loom, wire junctions of thoughts, sensations in art with sexuality, the body through the glide of sexuality, body translated. For the movement of the thesis, an approach was made with the "cartography as a method of research-intervention", inspired by Gilles Deleuze's philosophy of difference and his partnership with Félix Guatarri. The proposed cartography is not to map, to order and delimit territories, but rather, constant production of lines and escape, flows, desterritoriality, destratification, multiplicities and ... and ... The first cartographic movement was represented by singular expressions and experiments of the researcher-author. The letter-writing, as cartographies in transversality. The second cartographic movement was the plural expressions and experiments of the student-authors, which were called phrase-messages, which were produced at the end of each meeting of the Group of Translatated Studies (study group that was moved at Estácio Castanhal College -PA), as sensations of debates and reflections about sexuality, art and Science Teaching. Concludes that movements were sinuous and of production, involving art as a result of affections; to map was to give meaning, movement, fluidity and exercise in thought, promoting reflections and problematizations; and in the meetings, it was possible to think about how we were educated in the school, in a disciplinary and fascist way, with classifications and frames, without being able to exercise / move the sexuality, which today must be thought in a molecular, liquid and mainstream way, of Sciences. I understand that this requires new inventive initiatives by teachers in Science Teaching, for this reason the concern to involve "teachers in training" in debates and discussions about the theme of sexuality, provoking and disturbing interdisciplinarity with the Art.