Navegando por Autor "LUCENA, Isabel Cristina Rodrigues de"

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Etnomatemática: diálogo entre conhecimento matemático e saberes da tradição
(Universidade Federal do Pará, 2004-09) LUCENA, Isabel Cristina Rodrigues de
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.
Acesso aberto (Open Access)
A re-ligação na licenciatura em matemática: uma visão a partir do estágio curricular
(Universidade Federal do Pará, 2013-04) LIMA, José Ivanildo de; LUCENA, Isabel Cristina Rodrigues de
This article is a cutting of the Master’s degree research, defended in March of 2008, the Program of Masters degree in Education in Sciences and Mathematics of the Federal University of Pará, whose study object is the apprenticeship supervised in the upbringing in Mathematics. Specifically, it has the objective of describing the possibilities and limitations of constitution of practical to help out in the apprenticeship curricular, motivated by subjects that dichotomizes the future mathematics teacher’s formation. For such, we have interviews of three upbringing and four teachers of a public school, for the obtaining of the data here analyzed. The upbringing was part of the Practical discipline of Supervised Teaching/Traineeship of the course of Upbringing in Mathematics of UFPA. The discussion shows that know them of the pedagogic action, when mobilized in the apprenticeship curricular, they can help in the overcome of the problem of dichotomizes of Upbringing in Mathematics, facilitating the development of practical to help out and production of you know educational.