Amazônia: Revista de Educação em Ciências e Matemáticas - Amaz RECM/UFPA

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/12322

AMAZÔNIA - Revista de Educação em Ciências e Matemáticas tem periodicidade semestral. É editada pelo Programa de Pós-Graduação em Educação em Ciências e Matemáticas do Instituto de Educação Matemática e Científica – IEMCI – da Universidade Federal do Pará, Belém/Pará/Brasil. É uma revista aberta à comunidade científica, destinada à publicação de pesquisas sobre formação de professores e processos de ensino e de aprendizagem nas áreas de Educação em Ciências (Biologia, Física e Química), Matemáticas e Educação Ambiental.

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    Análise de narrativas praxeológicas de conexões entre aritmética e álgebra
    (Universidade Federal do Pará, 2017-09) PEREIRA, José Carlos de Souza; SILVA, Francisco Hermes Santos da; NUNES, José Messildo Viana
    This article is the product of an autobiographical narrative study, which shows an analysis of the praxeologies of the first author, in the context of his professional development as a mathematics teacher. The focus of the analysis is on the various praxeological conflicts that the author experienced during the elaboration and application in the classroom of a didactical proposal for the teaching of polynomial operations in the 7th grade of primary school. In order to analyse his own praxeologies using the didactical proposal he elaborated, the author used Yves Chevallard’s Anthropological Theory of the Didactical (ATD) as the main theoretical reference. The results demonstrated that the personal relations of the first author involved ostensive and non-ostensive types of objects and different tasks and techniques that were either present or not in the didactical proposal he elaborated, revealing past and present praxeologies which composed several different moments of his professional development as a mathematics teacher.
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    Currículos e saberes: os discursos que fabricam professores de biologia
    (Universidade Federal do Pará, 2018-12) BASTOS, Sandra Nazaré Dias; CHAVES, Sílvia Nogueira
    The purpose of this work is to reflect on how discursive processes influence the ways of being a biology teacher. Our attention was focused on the discursive and non-discursive practices that are currently being publicized and institutionalized in the curriculum of the Degree in Biological Sciences of the Campus of Bragança and influence the construction of the subject Biology Teacher. We took as empirical corpus the Catalog of Undergraduate and Graduate Studies from the Center of Biological Sciences of UFPA, a document that brings together course plans of the curriculum that ran from 1997 to 2004. Our analyzes show a curriculum basically focused on the health area, even if it was intended for teacher training. The omnipresence of contents and practices from the field of Medicine silences training components that are intended to prepare for teaching. The result is the development of a vision that enunciates teaching as a side effect, of what is presumed to be a good training in the "scientific" area. The effects of these practices reverberate in the formation of a professional who desires and values specific knowledge, minimizing the other knowledge, especially those of the pedagogical field. The hierarchy of knowledge produces a professional teacher who wishes to live the "glamorous" side of Biology, usually related to conducting research in specific areas such as Genetics and Ecology, as an alternative to the "monotonous" life inside the classroom.
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    Cursos e percursos, calços e percalços de formadores de doutores em Educação em Ciências e Educação Matemática
    (Universidade Federal do Pará, 2012-06) ARAGÃO, Rosália Maria Ribeiro de
    The problem put under focus stems from cultivation of doctoral actions, reactions and attitudes of doctors already practising in other areas and that resolve to migrate to the areas of Science and Math Education to take-on collaboration-training for new doctors formation in Science Education or Mathematics Education, in accord with North Regional Brazilian context claims. With this in mind, doctors professionally bound to higher education Institutions – Universities and Federal Institutes – as a NET located in Legal Amazon assume responsibilities which include taking on partnerships in order to increase the number of teachers held for the training of doctors in the newly created NET. Even already being doctors and working in the so-called "hard areas" or in related fields, these doctors seek accreditation in a newly created doctoral program, with desire and willingness to migrate to focus and share scientific-pedagogical training in a high positive quality new doctors in Education Science and Mathematics Education. The "migrant doctors" aim to establish themselves in this new/other program assuming new formative relationships in order to provide both the necessary visibility to this area in its region of insertion, and the production of positive and desirable responses for the academic, scientific and pedagogical advancement of higher education in the training of doctors. These doctors who are working in the NET for accrediting doctor trainers since two years in a developing regional programme will be investigated pursuant to investigative narrative mode of qualitative research, in the light of epistemological, theoretical and methodological foundations of teaching and research. So as, in their accession processes or proposed-resistance the migrating doctors will be investigated especially in relation to both (i) their participation as teachers-researchers held forming quality doctors for this century while generating academic production in the areas being focused on by the NET, and (ii) evidence of interest and commitment as doctors in exercise in the training of new doctors aiming both with the quality of higher education in which they act, and with the improvement of the quality of basic education, and scientific research in the North Region in which this NET works in Brazilian context. The results of this investigation other than to express joy in relation to the quality of the new doctors to be differentiated, certainly imply further efforts of the professors-doctors and researchers in particular, by the conditions of other migrants to the area of Science and Mathematics Education. The propositions and actions thus arising require knowing and awareness of theoreticalmethodological and epistemological issues for this new professional area of expertise. This becomes especially relevant in order to overcome traditional assumptions of a positivist and fragmentary doctoral training position, largely present in these terms in the teacher training process of the last century (XX), but whose cultivation in this century (XXI) becomes essential to discard to abolish the two-tier and hierarchical vision between knowledge and teaching practices, replacing it with another vision put in a political and epistemological perspective.
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    Etnomatemática como intermediadora entre os conhecimentos matemático escolar e matemático popular
    (Universidade Federal do Pará, 2005-06) SILVA, Francisco Hermes Santos; SOUZA, Evanilde Corrêa
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    Licenciatura Integrada em Educação em Ciências, Matemática e Linguagens da UFPA: memórias institucionais de um processo de implantação de curso
    (Universidade Federal do Pará, 2016-07) MACHADO JÚNIOR, Arthur Gonçalves; GONÇALVES, Tadeu Oliver
    Describe the implantion process of the Pedagogical Project of the Course (PPC) that gave rise to the course of Licentiate Integrated in to Science Education, Math e Languages (LIEMCL) of the Institute of Education Mathematics and Scientific (IEMCI) University Federal do Pará (UFPA). Initially, make a summary of the history of the proponent of the course, the Core Pedagogical of Scientific Development Support (NPADC), highlighting actions and guiding principles responsible for their actions formers. Present, in sequence, demands imposed to NPADC as result of a culture of continuous formation of teachers at various levels: update; improvement; specialization; master's degree and doctorate degree. Then, put in focus the deployment process of PPC, highlighting the challenges faced in its approval, as well as, introduce elements that characterize and differentiate from other educational projects of degree courses, this level of education, in operation in the country. To support the narrative present throughout the text, make use of documents-interviews, crafts, minutes, ordinances – that help me counting this trajectory, with routes and the mishaps present in PPC implementation. And, to characterize this process, the title of conclusions and final thoughts, highlight clashes, coming and goings, regarding the demands imposed on the new course.
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    Vamos introduzir práticas de investigação narrativa no ensino de matemática?!
    (Universidade Federal do Pará, 2005-06) ARAGÃO, Rosália Maria Ribeiro de; GONÇALVES, Tadeu Oliver
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