Navegando por Autor "FORMIGOSA, Marcos Marques"

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Abordagem das Tecnologias da Informação e Comunicação (TIC) nas disciplinas dos cursos de Educação do Campo do Estado do Pará
(Universidade do Estado do Pará, 2021) FORMIGOSA, Marcos Marques
The Information and Communication Technologies (ICT) are highlighted nowadays, influenced by the new coronavirus pandemic. The research aims to analyze the ICT in the curricular disciplines of the Pedagogical Courses Projects (PCP) of Graduation in Rural Education offered in Pará. In documentary nature and with qualitative approach, the research identified that the ICT discipline is present in only two of seven analyzed PCP, but appears in twelve menus as content. However, the theoretical discussions prevail to the detriment of practical activities. Moreover, they relate the ICT to devices/electronics and technologic instruments.
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A acessibilidade de uma escola ribeirinha num dado contexto da Amazônia paraense
(Universidade Estadual Paulista, 2022) FORMIGOSA, Marcos Marques; COSTA, Kélli Cristina de Jesus Ferreira; GIESE, Jhennifer Lorenna Freitas; MILÉO, Irlanda do Socorro de Oliveira
The article analyzes accessibility from a universal design perspective in a riverside school on the Xingu River in Altamira (PA). The research has ethnographic inspirations using data gathered field experiences between 2018 and 2019 in a riverine community. This data was recorded in a field diary and on multimedia and then analyzed using a qualitative approach. The empirical research has shown that the school architecture lacks accessibility for both permanently disabled people and those with reduced mobility, whether temporary or permanent. The facilities and their functioning are precarious in its internal and external spaces in accordance with the standards and legislation in force, for there are not: appropriate toilets; access ramps on either the school harbour or the entrance to the classroom; signs in the spaces; poor ventilation; no electricity and running water; recreational and physical activities areas; canteen, etc. Such spaces imply the precarisation of teachers’ work just as reflect in a negative way in the school children’s teaching and learning processes, as well as keeping families in the community with no access to it. We see the immediate need for the implementation of public policies of accessibility in this context as in other rural schools in the Amazon region especially on the riverside areas.
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Cibercultura e ensino de ciências: questões contextuais a partir da disciplina Tecnologia da Informação e Comunicação (tics) no curso de educação do campo ênfase, em ciências da natureza
(Universidade Federal Rural do Rio de Janeiro, 2019-12) CORDEIRO, Leonardo Zenha; CORREA, Juliane; FORMIGOSA, Marcos Marques
The text approaches the teaching of science, taking as reference the social and technical changes from the reality of the students of the Course of Field Education (emphasis in Nature Sciences), understanding the cyberculture as one of the fundamental elements to think about teaching and its changes in the current period. The proposal is part of a reflection based on the subject of Information and Communication Technology (ICTS), having as background the implications of these in the teaching of science, one of the disciplines that graduates of this course can act. The text seeks to make explicit conceptual and contextual elements in this field of study, cyberculture and science teaching present in the field education, in face of daily living in and outside the classroom, especially in the undergraduate course in Field Education, which is underway in the region of the Transamazônica highway and Xingu River, west of the state of Pará.The reflections point to the non-separation of school time and community time in the learning processes as an innovative element that is enhanced through the use of ICTs.
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Desafios da Educação do Campo: o ensino de Ciências e a realidade da comunidade Santo Antônio
(Universidade Federal de Itajubá, 2020) SANTOS, Ivaneildes Viana França dos; SILVA, Márcio Rogério da; FORMIGOSA, Marcos Marques; GOMES, Felipe Bittioli Rodrigues
The main objective of this research was to analyze the difficulties faced by students in contextualizing the contents of the 9th of Elementary School Natural Sciences with the local reality and specific of the Santo Antônio community, at the Santo Antônio Annex multiseriate school. Through a field research with a qualitative approach, was interviewed fathers and students and also documentary research was done. The results indicate that the rural schools are not prepared to contribute to the development of individuals in order to give a perspective of the contents to their way of life, and may directly influence the learning process of and the campo students, and may discourage them. It was identified that the lack of training of professional affect the preparation of classes appropriate to the wishes of students and the community. In addition, the heterogeneity of class, content and age range was one of the main reasons for the difficulty in performing school planning, resulting in classes in the seriate model. It also highlights the need for the school and community to be partners not only in the formation of scientific knowledge, but also in their valorization through Curricular Planning that contextualizes with the reality of the community, based on its culture and experiences. Thus, the education the campo needs to be committed to a curriculum planning that brings meanings to students' lives as subjects of the field, so that their culture is valued and used as a basis in the construction of teaching and learning, seeking strategies that contemplate the identity of the student country man.
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Do campo para o campus: trajetória da educação do campo no baixo Tocantins
(Universidade Federal do Pará, 2014-01) SILVA, Benedita das Graças Sardinha da; FORMIGOSA, Marcos Marques
This article is about the study of public policy for rural education implemented at the Federal University of Pará/University Campus Abaetetuba, aiming to discuss how such policies were implemented and what the impact of these within the institution. In the research process, chose a qualitative approach, using as a methodology the literature, and as a source of data collection official documents that have public policy for rural education in Brazil. It was found from the study that these initiatives have contributed to the strengthening of research groups on campus; narrowed relations between the institution and the social movements, and raised the concern of university teacher training to work in schools field
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Educação do campo: uma análise do processo de fechamento de uma escola do campo em Abaetetuba, Estado do Pará
(Universidade do Estado do Rio de Janeiro, 2021) NOVAES, Antônia Correa; SOUSA, Deusa Maria de; FORMIGOSA, Marcos Marques
The closure of multisert schools in Brazil has been constant in recent years, and it expands the nucleation model that occurs in this system. The article analyzes how the closure process took place in a field school in Abaetetuba (PA) and its implications in the community where it was inserted. The research has followed the methodological assumptions of oral history, with interviews with four local residents, from a qualitative perspective. We also present that the extinction of the field school did not consider the impacts that could cause to students` families of multigrade classes, who had to join to the use of school transportation, which requires supervision and improvement, in order to avoid the rural exodus.
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Educación de campo y educación multiana: reflexiones y desafíos en una escuela transamazónica
(Universidade de Ribeirão Preto, 2021-09) SANTANA, Ronaldo Henrique; FREITAS, Suziane Pereira de; FORMIGOSA, Marcos Marques
Based on the theoretical and practical aspects involved in the conception of Rural Education and in the relationship established in the pedagogical practice within the classroom and in the teaching-learning processes in a multiannual class, the present work aims to discuss the challenges of work teacher in the implementation of the school curriculum in the context of a country school, called EMEF N. Srª. dos Remédios, located in a street that crosses the BR 230, in the municipality of Pacajá, State of Pará. The main point to be dealt with is the complex historical processes that culminated in the proposal of a Rural Education that opposes the caricatured idea of a rural, backward and merely reproductive education. Based on a bibliographic research and the performance of semi-structured interviews with school teachers, we will present the discussions about the difficulties listed by such professionals in the exercise of their work with a multiannual class and the territory in which the school is inserted, in the intricacies of the transamazônica.
Acesso aberto (Open Access)
O ensino da matemática na educação de jovens e adultos em uma escola pública de Altamira (PA)
(Universidade Federal de Itajubá, 2020) FEITOSA, Samara Mendes; FORMIGOSA, Marcos Marques; CORDEIRO, Leonardo Zenha; SANTOS, Davis Castro dos
This article is the result of a research that had as its general objective to analyze how the methodologies in mathematics teaching reflect on the teaching and learning process of the students of EJA. The place chosen for the research was a public school located in the city of Altamira (PA). Initially we conducted a bibliographic research and, later, a field research, with a questionnaire applied to two teachers who teach Mathematics, where the data were analyzed from a qualitative perspective. It is noticed that the teaching of mathematics in the EJA needs reformulations of the most diverse, starting with the didactic material and the qualification of the teachers, so that there are different methodologies for the teaching of mathematics directed to this public.
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Ensino de matemática na educação do campo revelado em edições do EBRAPEM (2016-2019)
(Universidade Federal do Sul e Sudeste do Pará, 2020-06) LIMA, Reinaldo Feio; PAULA, Marlúbia Corrêa de; FORMIGOSA, Marcos Marques
This article aims to investigate the characteristics of the works related to Mathematics Teaching theme, and for that it presents the result of a mapping, in which 22 articles were identified resulting from presentations in the XX, XXI, XXII and XXIII EBRAPEM that emphasized Mathematics Teaching in Rural Education. Methodologically, categories were obtained through Content Analysis. The search was carried out and, in this way, four questions were defined to be answered: What theoretical references are subsidizing the research? What were the methodological assumptions and procedures most used in research? In which Brazilian institutions and regions were developed the analyzed researches? With this mapping, it was possible to identify that rural education has been better understood by the mathematics teaching, by enabling an adaptation of teaching activities combined with these students’ contexts.
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Etnofísica dos mecanismos de alavancas utilizados pelos agricultores na produção da farinha de mandioca, Senador José Porfírio, Pará
(Universidade Federal da Fronteira Sul, 2020-12) PEREIRA, Suely Lima; ROCHA, Carla Giovana Souza; FORMIGOSA, Marcos Marques
The article discusses the valorization of the knowledge of farmers and family farmers in the conception of differentiated approaches in science teaching in schools in the countryside. For this, we studied the equipment used by farmers in the production of cassava flour as the levers and identified the mechanisms of the presses. Participant observation and semi-structured and open interviews were conducted with three families in the municipality of Senador José Porfírio, Pará. From the ethnophysics approach, it was found that they construct the presses manually, adapt and improve the operation of the levers, according to the progress of their activities. This traditional knowledge is passed down from generation to generation, via orality, observations and lived experiences. Farmers explain the mechanisms in such a way that they relate the objective to be achieved and the effort to be spared by choosing the dimensions, shape and types of materials for the construction of the press, without having theoretical knowledge of physics. This knowledge can be used in science classes, from observation and interviews to parents or community, made by the students themselves, making the detection of the lever mechanism in various equipment, tools or movements of daily life, identifying the forces involved and how it could improve them.
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A formação e atuação docente na disciplina de ciências em escolas do campo na Amazônia Paraense
(Universidade Federal da Fronteira Sul, 2019-12) TENÓRIO, Walcinéia Duarte; FORMIGOSA, Marcos Marques; ROCHA, Carla Giovana Souza; SANTANA, Ronaldo Henrique
Good teacher education implies the teaching and learning process that qualifies and directs the professional to work in their area of training, but it is not uncommon to find teachers in exercises without training in the area, especially in rural schools. This work has as its general objective to analyze the reflexes of the lack of specific formation in the performance of teachers in the discipline of Sciences in rural schools, of Porto de Moz, Pará. The interlocutors of the research were three teachers who work in the final years of elementary school with the discipline of science in rural schools. In addition to observation and field diary, interviews were conducted from a script with semi-structured questions, which were later recorded and transcribed. These data were analyzed from a qualitative perspective, where it was identified that the predominance of teachers without training in Sciences, lack of pedagogical training and support offered by the Municipal Education Department of the, in addition to a framework that reveals the precariousness of work of educators working in the field.
Acesso aberto (Open Access)
A formação na licenciatura em Educação do Campo para atuar com a disciplina de Física na educação básica
(Universidade Federal da Fronteira Sul, 2020) FORMIGOSA, Marcos Marques; ROCHA, Carla Giovana Souza; SILVA, Márcio Rogério da
The Graduation‟s courses in Rural Education have, among its differentials, the training by knowledge area, among them, the Nature Sciences which, in some Pedagogical Projects of Courses (PPC), enables the egresses to work in High School with the scholars disciplines of Biology, Chemistry and Physics. In this sense, the objective of this research is to investigate how has been occurring the training of the teacher who will work in the discipline of Physics, at Basic Education, from a Degree course in Rural Education. The information production technique was documentary research in databases of Census of Higher Education and Basic Education, from 2018 and 2019, respectively, besides a PPC of a Rural Education course which is functioning in the interior of the State of Pará. These data were analyzed in a qualitative perspective and show that there is a high percentage of teachers who work in this discipline without proper training due the low quantity of teachers of Physics who graduate in the country. This percentage becomes more accentuated when we look at active teachers in the rural schools. In addition, it shows that the workload of the curricular activities in the Rural Education course destined to the Physics discipline is too low corresponding only to 7,2% of the total, besides the contents which are in these activities menus be predominant of the classic Physics suggesting that there is no addressing which connect them with the ways of life of the country man.
Acesso aberto (Open Access)
Os impasses da participação da comunidade no Conselho Escolar em uma Escola do Campo no Município de Placas/PA
(Universidade Federal do Tocantins, 2022) LOPES, Raquel da Silva; FORMIGOSA, Marcos Marques; CARNEIRO, Josicley Silva
This article has as object of study the School Council, understanding this as a fundamental mechanism in the process of building and experiencing democratic practices. It seeks to reflect how the participation of the School Council members takes place in the deliberative and supervisory processes regarding the decisions that guide school practices, in order to analyze how the counselors, position themselves regarding participation in the decision-making processes regarding the improvement of teaching in a public school of the field in the Municipality of Placa/PA. The methodological approach is of an exploratory qualitative nature with data collected through individual interviews with five members of the School Council of a rural school located in the Terra Prometida community. The results point to the need for greater action by the counselors regarding the monitoring of educational practice in the investigated school, since this institution does not yet have the pedagogical project, an aspect that compromises the teaching of the rural school, at the same time that it signals a disregard for both the management of the school-pole and the Council itself, which can be caused by lack of information and training of those involved.
Acesso aberto (Open Access)
Júri simulado e tempestade cerebral: entendendo a implantação da Usina Hidrelétrica de Belo Monte
(Universidade Federal do Tocantins, 2017-12) FORMIGOSA, Marcos Marques; QUARTIERI, Marli Terezinha; PINO, José Cláudio Del; MARCHI, Miriam Ines
The physics teaching still finds many obstacles in basic education, mainly because of the strong resistance that we find within its methodologies, still centered in the didactic book and the memorization of formulas and laws. This manuscript aims to present the results of the strategies of Simulated Jury and Brain Storm developed in a Countryside Education Degree (emphasis in Natural Sciences), specifically at Fundamentals of Physics III in two classes of the 4th Period, in the countryside Of Paraense Amazon. In one class we used the strategy Cerebral Storm and another strategy was the Simulated Jury, the Electricity content. The analyzes were made based on the reports of the students in the class and notes made by the teacher/researcher. These developed strategies allowed the rupture of the stereotypes presented among the students about the methodologies used by their teachers in teaching Physics contents, which was based on traditional expository classes, and with the strategies used they realized that they can approach the contents of and, above all, led them to a critical reality understanding in which they are inserted.
Acesso aberto (Open Access)
Um navegar pelos saberes da tradição das ilhas de Abaetetuba (PA) por meio da etnomatemática
(Universidade Federal do Pará, 2015-03-05) FORMIGOSA, Marcos Marques; SILVA, Carlos Aldemir Farias da; http://lattes.cnpq.br/7226908910873590; https://orcid.org/0000-0001-5463-1316; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967; https://orcid.org/ 0000-0001-9515-101X
The present work presents the final result of a qualitative research master's thesis developed in the Abaetetuba city (PA), specifically in the region of the islands of this municipality. The motivation for the research came from the author's immersion in a course of initial training of teachers to work in schools in the field that has been happening at the Federal University of Pará – Campus Abaetetuba and serves students from the communities of field regions and Islands roads of five municipalities of the lower Tocantins, Pará State. The research aimed to investigate how the knowledge of coastal tradition can contribute to an educational math education, without which these knowledge are conditioned to a mathematical concept institutionalized at school. The investigation was developed in three, of seventy-two existing Islands in Abaetetuba where we obtained the information through formal and informal conversations among the riparians, recorded in video, audio and pictures as methodological tools, in addition to the record of observations in field journal. Data were analyzed through the Ethnomathematics Program developed by D'Ambrosio (2001), after understanding what are knowledge of tradition and scientific knowledge, supported by authors such as Almeida (2009; 2010; 2012); Cruz (2007); Farias (2006). As well as the contributions of Santos (2003) in breach of some paradigms of modern science, which enabled the author to use Bicudo (2005; 2010) and D'Ambrosio (1996; 1999; 2001) because they presented sharp discussions on teaching Mathematics in Brazil, in addition to reading the National Mathematics curriculum parameters governing the teaching of Mathematics in Brazil. Galvani (2002), in turn, has contributed to important discussions on the training of teachers. In addition to finding in Morin (2010) the Foundation for the pursuit of education educational Math. The survey results indicate that the sociocultural context of Abaetetuba islands has a lot of knowledge of social, political, religious, and production that may contribute to the process of teaching and learning of mathematics in schools. Some of these knowledge go hand in hand with the school knowledge, establishing possible dialogues, especially those that are noticeable when looking at the visual. But, there are other knowledges that go in parallel, not just by the fact of not being easily identified, but because the school consider unimportant, pointing to a hierarchy of knowledge. Thus, there is a need to clarify that knowledge, as much as the school bordering, different as they are, seek to provide answers to the problems of the daily life of men and women.
Acesso aberto (Open Access)
Um navegar pelos saberes da tradição na Amazônia ribeirinha por meio da Etnomatemática
(Universidad de Nariño, 2017) FORMIGOSA, Marcos Marques; LUCENA, Isabel Cristina Rodrigues de; SILVA, Carlos Aldemir Farias da
This research investigates how the riverine knowledge tradition may contribute to math education, even if this knowledge is conditioned to a mathematical concept institutionalized in schools. The ﬁeld research was based on the assumptions of qualitative research and it was was developed in three of the seventy-two existing islands of Abaetetuba State, Pará/Brazil, where the information was obtained through formal and informal conversations, registered in pictures and audios with the people who do freights and riverine inhabitant who make their living crossing the rivers in these islands; this project is informed by the theoretical contributions of D'Ambrosio (1996; 2001; 2004); Santos (2003); Almeida (2010); Cunha (2007); Farias (2006); Bicudo (2005), Brasil (1998) and Morin (2010). The research shows that the sociocultural context of Abaetetuba Islands has signiﬁcant social, political, and religious knowledge production that may contribute to the teaching and learning of the mathematics process in schools. Some of this knowledge goes hand in hand with scholarly knowledge, establishing possible dialogues, particularly those that are noticeably visible. Nonetheless there are other kinds of parallel knowledge, which are likely to be poorly identiﬁed, and above all, a certain irrelevance received by the school environment.
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As políticas de formação de professores e os desafios no fazer pedagógico na escola do campo do município de Placas (PA)
(Pontifícia Universidade Católica do Rio Grande do Sul, 2021-12) MILÉO, Irlanda do Socorro de Oliveira; FORMIGOSA, Marcos Marques; SOUZA, Adayane Silva de
The aim of the research was to identify how teachers position them selves in relation to teacher education policies and whether the training they have makes it possible to develop pedagogical practices that contemplate the reality of the schools in the field. This study occurred through a bibliographic review and a field research in a municipal school, located on highway BR 230 – Transa mazônica, km 200, rural area of Placas (PA), where the director, the pedagogical coordinator and three teachers of the said school answered a questionnaire, and the data generated were analyzed from a qualitative perspective. The research points out that due to the lack of offer of courses for teachers in the field that contemplate their different contexts, there is the emergence of numerous obs tacles for this professional to develop a good work, thus affecting not only the professional quality, but the learning of the students of the field. In addition, we believe it is necessary to make some reflections about teacher education policies in the Brazilian scenario, because although we realize that there is a manifestation of intentions regarding the initial and continued training of teachers today, it is necessary to consider, in a special way, those who work in the schools of the field, as a way of having an effectively inclusive education for these subjects.
Acesso aberto (Open Access)
As práticas etnomatemáticas de alunos ribeirinhos do rio Xingu como sinais de resistência à Hidrelétrica Belo Monte
(Universidade Federal do Pará, 2019-12) FORMIGOSA, Marcos Marques; GIONGO, Ieda Maria
The research in progress problematizes the forms of resistance, from the perspective of Ethnomathematics, of riverside students from the Xingu River in front of the implementation of Belo Monte. Part of the contributions of Wittgenstein, in his work of maturity, and his intertwining with ideas of Foucault. On the one hand, the first problematizes the language games generated in the different forms of life, pointing to the existence of family similarities between school mathematical models and those developed by riverside students. On the other hand, some notions of Foucault allow us to understand the regimes of truth present in the school, which marginalize other knowledge. The expected results, from the immersion in the field, should point to the forms of resistance of the riverside dwellers, present in their mathematical language games arising from their daily practices and in the permanence of the riverside dwellers in the place, from the maintenance of the school as a guarantee access to education as a right.