Navegando por Autor "COSTA, Dailson Evangelista"

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Abordagens do conceito de “sequência didática” em teses na área de educação matemática
(Universidade Federal de Mato Grosso, 2020-12) COSTA, Dailson Evangelista; GONÇALVES, Tadeu Oliver
This investigation aims to understand the different approaches of the concept of Didactic Sequence present in doctoral theses, in the area of Mathematics Education, defended in Brazil from 2001 to 2018. This is a bibliographic research of a qualitative nature. We selected 31 doctoral theses available in the portal of theses and dissertations of Capes. Theses were analyzed based on the following criteria: (a) objectives, (b) synthesis of methodology, (c) main results and (d) main references on "Didactic Sequence". The criteria mentioned led us to organize and systematize 5 (five) focuses related to theses regarding the approach of the concept of Didactic Sequence (DS). They are: i) focus of SD in the teaching and learning of basic education students; ii) focus of SD on basic education students and teacher training; iii) focus of SD in teaching and learning of higher education students (Bachelor/Engineering); iv) Focus of SD on Special Education; and v) focus of SD on bibliographic survey. The results indicate twelve characteristics of the approaches on Didactic Sequence, among which we highlight: diversity of theories that give basis to the use of DS; approach to DS as a teaching methodology; lack of theoretical deepening and discussion about the concept of DS; use of DS to improve the teaching and learning process; SD contributes to promote situations that students can act on the activities built and thought by the teacher; SD is used, constructed and developed, in most researches, by the researcher and is not generally constructed by the teacher who will use it in his classroom practices, either teachers in initial training (in degrees) or in continuing education (in service in Basic Education).
Acesso aberto (Open Access)
O processo de construção de sequência didática como (pro)motor da educação matemática na formação de professores
(Universidade Federal do Pará, 2013-11-14) COSTA, Dailson Evangelista; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668
This research is part of the training of teachers of Mathematics. The overall objective is to understand aspects in which the process of building didactic sequence, in light of the Mathematics Education, was established as a mechanism for training teachers of mathematics in the perspective of show formative characteristics related with the development of base for the knowledge of teaching staff and reflective teacher. The theoretical anchors related to Mathematics Education and Teacher Training that sustain this research, is based in Lorenzato & Fiorentini (2009), Mendes (2009), Lorenzato (2009), Zabala (1998), Schön (1983, 1992, 2000), Shulman (1986, 1987) Brazil (1996, 1998, 1999). The methodological referral defined based on an approach, emphasizing the process that allowed the construction of activities for teachers in training. The central methodological argument is sustained by the possibility of generate subsides to discuss the processes of teacher training bearing in account the possibilities of articulations between theory and practice in the process of building didactic sequence can promote. The locus of the research was given during the discipline Methodological Trends in Mathematics Education which was attended by students and teachers of Specialization Course in Mathematics Education (lato sensu) of the Institute of Mathematics and Science Education, Federal University of Pará. The empirical material was collected through interpretations of the actions that were manifested in: (a) questionnaires, (b) transcription videographic records of the construction of the didactic sequence, (c) reports of days and (d) final report. The analyzes were organized in six times in which these reveals the path traced by the research subjects. Results show that the process of constructing didactic sequence (CSDP) constitutes as a mechanism for the formation of the mathematics teacher in the following aspects: promotes (1) Mathematics Education, (2) the reflective teacher, (3) methodological tendencies in mathematics education, (4) articulation with the PCN and the LDB, (5) the articulation between Theory and Practice, (6) the teacher researcher, (7) the general pedagogical knowledge, (8) the specific knowledge of the content, (9) the pedagogical content knowledge, (10) propositional knowledge, (11) needs a practical moment, (12) needs the presence and interference of Mathematical Educator (by promoting reflection).