Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM/IEMCI/REAMEC

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/8971

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Agora exibindo 1 - 3 de 3

Acesso aberto (Open Access)
Altas habilidades ou superdotação em contexto de educação matemática: ecos e expressividades
(Universidade Federal do Pará, 2023-05-25) SOARES, Maria Eliana; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
The study aimed analising expressivities of graduating students of the High School, with the indicative of High Abilities or Superdotation in context of Mathematical Education, and specifically, took: 1) identify manifestations of High Abilities or Superdotation in Students of the High School in intra school enviromment; 2) describe the expressiveness of the High Habilities or Superdotation in context of Mathematical Education; and, 3) to recognise in founds, elements which contribute for a comprehension and teacher’s action about the High Abilities ou Superdotation. It anchored itself in the epistemological bases of the Psychology (social, cognitive and of the learning); in the fundaments of Mathematical Education; and in the approaching of the autonarrative qualitative research. It involved six graduating students of the Basic Education of a state school of the 8th Regional Unit of Education of Castanhal – SEDUC/PA. In the method, it used itself an investigative questionary, WhatsApp, participant observation, an interdisciplinar Project, poll test and anamneses. The results pointed in the narratives Life Histories, and in these, the evidence of several inteligences, this way, all the participants manifested ability to creat, among them, three with ability to solve problem; ability to solve problem; for contributing in cultural context. Individually, it identified itself that, three manifested mathematical-logic inteligence, from them, it stood out itself one with one interpersonal, intelectual and leadership, and two with intrapersonal intelligence. One student manifested linguistic intelligence, musical and spatial; one presented interpersonal and pictorial intelligence; ando ne evidenced pictorial intelligence. From the construction experience of mathematical statements emerged the Inverse Mathematical Learning, which intelligences presented themselves in the inverse order of the convetional way from the way of learning: a) analise (perception, attention, memory), which it was stimulated from one object, one sentence, image, etc.; b) interpretation (sense, value, assignment), in which occured the validation about what has been analised; and, c) context (temporal, social, attitudinal), through the statement. The experience origined reflections about the necessity of changing in the teacher’s practice, from the indicators: teacher’s stare in the spectro of intelligences; curiousity, autoconfidence and reflection in and about the teacher’s practice; and, teacher’s purpose. If they are developed efetivelly these aspects will become enriching of the teacher’s practicing in and to the inclusion.
Acesso aberto (Open Access)
Motivação e imaginação no contexto da prática pedagógica e na aprendizagem em química
(Universidade Federal do Pará, 2023-06-02) SANTOS, Priscilany Cavalcante dos; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
The objective of this research is to understand how comprehensive and/or creative chemistry learning is subjectively configured, in the context of investigative practices. The construction of the research theoretical model was based on the principles of Qualitative Epistemology, proposed by González Rey (2005). Such principles relate to knowledge production processes, highlighting the constructive-interpretive character, the interactive character (dialogue) and the singularity. For the construction of the information, instruments such as informal conversations, interviews, videos and images of school actions, written records and the technique of completing sentences were used, based on the hypotheses elaborated in the course of the research. Max's case study and the analysis of the pedagogical practice made it possible to elaborate principles with the intention of contributing to the students' learning. Such principles include curiosity as a guiding principle to encourage imagination, investigative practice as a promoter of imagination and the creation of a pedagogical strategy in teaching and learning in chemistry. In addition, the construction of a pedagogical practice that favors learning includes spaces for dialogue, partnership relationships and knowledge production that allow understanding the student's motivations in the context of learning as a subjective production.
Acesso aberto (Open Access)
As percepções de atores da educação especial ante a atuação enquanto ledor para pessoas com deficiência visual
(Universidade Federal do Pará, 2023-04-06) MORAES, Marcos Evandro Lisboa de; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
The research deals the specific preparation of education professionals in the condition of Ledor for advising people with visual impairments. It aims to analyze how professionals working in this area interact due to the appropriation of perceptions during this preparation. The condition of accessibility instrument, while training, conducts this research. In this sense, an attempt was made to answer the question: How are the perceptions of special education professionals during Ledor training for people with visual impairments? The support of Vygotsky's defectology fundamentals and elements of the theoretical-philosophical assumptions verified in Wittgenstein's Philosophical Investigations about language and conceptualizations with reflections about “seeing and seeing as” according to Gottschalk's considerations (2006), supported our added research with focal aspects on visual impairment/debrailization: Moraes (2016), conceptualization: Barros (2016), parameterization: Carlomagno and Rocha (2016), training: Gonçalves (2000), ledor: Machado (2020) and Canuto (2022) among others . This contribution enabled dialogues about the path and perceptions of research collaborators, participants of the Ledor 2021 course, carried out at the request of Professor Arlindo Gomes de Paula, former Director of UEES Prof. Campos Asterio. The qualitative methodology used in the research text covers preparation to act in accessibility to reading both common texts and graphic variations. The construction of this Ledor instrument is justified because in the Pará market there was no pedagogical tool that met the demand to work in the condition of Ledor. The thesis showed the feasibility of preparing an instrumental Ledor for people with visual impairments, that there are issues proposed by institutions that promote selective processes that are against the grain of the inclusive process and there is a necessity to apply a national educational policy for the description of images in schooling of basic education.

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