Navegando por Autor "MANFREDO, Elizabeth Cardoso Gerhardt"

Agora exibindo 1 - 5 de 5

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Inovação na licenciatura: cartografando uma reforma curricular
(Universidade Federal do Pará, 2004) MANFREDO, Elizabeth Cardoso Gerhardt; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513
This narrative study is centered in the formation of teachers in Licenciature courses, and part of the elements that characterize and mean the process of curricular reform of Licenciature course in Biological Sciences of the Universidade Federal do Par?, had occurred during the year 2000, in the context of the educative reforms in course in the Brazilian scenery. In this context, I try by reflexive analysis, to investigate, in order to understand the construction of a set of curricular innovations at the initial formation of Sciences and Biology teachers who will act at the basic education of Brazilian system and regional education. These actions support the presentation, and discuss of internal and external aspects related to the since the proposal and implementation of the reform project for this course. From the voices of a group of teachers who had participated, of it the representations of the students contemplated in the reform, and also pertinent documents to the moment. I highlight in particular way, significant advances in that concern to the undertaken qualitative changes, which are observed in the construction of teachers knowledgements from the part of the students in formation process, being something attainable in practical of teachers formers in the scope of this course. This way, the study keeps excellent contributions in the inquiry and the current reflection in the field of the initial formation of Sciences and Biology teachers, particulary, and the formation of teachers in other Licenciatures, in general way.
Acesso aberto (Open Access)
Instrumentos de avaliação da aprendizagem matemática: contribuições e convergências de uma revisão integrativa
(Universidade Federal de Ouro Preto, 2022) FREITAS, Claúdio Lopes de; MANFREDO, Elizabeth Cardoso Gerhardt; CUNHA, Débora Alfaia da
Text inventories debate about instruments to assess mathematics learning in articles published in the journal “Educação Matemática em Revista”, by the Brazilian Society of Mathematics Education. Research methodology consists of an integrative review, with a sample of 24 articles, published from 1993 to 2021. Results indicate the proposition of a dialogic and formative assessment in mathematics. Furthermore, the studies converge about the procedural nature of assessment and its articulation with different languages, as well as the need to diversify assessment instruments, including creatively reconfiguring those of a summative character, such as the test.
Acesso aberto (Open Access)
Mediação docente na elaboração de estratégias de resolução de problemas matemáticos de estudantes do 5º ano de uma escola do campo
(Universidade Federal de Mato Grosso, 2020-08) BARREIRA, Jonas Souza; MANFREDO, Elizabeth Cardoso Gerhardt; OLIVEIRA, José Sávio Bicho de
This study aimed to investigate how teacher practice can contribute to 5th grade students in a rural school building strategies to solve additive problems. It is a research of own practice as methodology of qualitative research in Mathematical Education. The research took place from April to June of 2019, in a rural school located in a rural community in the city of Marabá -Pará. The instruments used in the production of the data were: the researcher's field diary, the students' documents and notebooks. the transcripts of the recorded audio of the lessons The results show that the dialogue between the teacher and the students, as well as the questions the teacher asks, provoking the students to think about what they are producing is a way for the teacher's practice to contribute to the 5th grade students of a school. build strategies to solve additive problems.
Acesso aberto (Open Access)
Práticas e formações de professores de matemática no ensino remoto: letramento digital como desafio no pós-pandemia
(Universidade Federal de Mato Grosso, 2022-04) FREITAS, Claúdio Lopes de; CUNHA, Débora Alfaia da; MANFREDO, Elizabeth Cardoso Gerhardt
The COVID-19 pandemic context became an opportune moment to debate technological training of teachers and the practice of teaching in virtual environments. Thus, study aim was to highlight learning and teaching aspects and teachers’ digital literacy who taught mathematics in Basic Education during emergency remote teaching. This is characterized as exploratory research, with convenience and non probability sampling, following a mixed approach, with qualitative and quantitative data. Data collection took place with the application of digital questionnaires for mathematics teachers who performed remote teaching activities, in school year 2020 and part of 2021. Answers were obtained from 70 teachers. Results emphasizes the use of several strategies by teachers to face remote education demands, as well as their own investments to purchase equipment. Low digital literacy of most teachers was faced with an autonomic search for qualification and adherence to the packages of large technology companies, underlining the absence of departments and educational institutions in training for remote classes. It is concluded that the remote teaching of mathematics was, many times, a solitary teacher’ challenge, assuming the financial and formative burden to obtain some success. Despite individual efforts, digital teaching literacy still imposes itself as a political agenda to be faced in the post-pandemic.
Acesso aberto (Open Access)
Saberes de professores formadores e a prática de formação para a docência em matemática nos anos iniciais de escolaridade
(Universidade Federal do Pará, 2013-09-04) MANFREDO, Elizabeth Cardoso Gerhardt; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668
Knowledge of teachers trainers of teachers in life trajectory and the teaching mathematics in the early years of elementary school is the subject of this narrative research based Connelly, Clandinin (2008), Benjamin (1994), Gill (2011) and others authors. Source in the literature of knowledge and professional knowledge teachers Tardif (2000, 2002); Tardif, Raymond (2000), Shulman (1986, 2005), Gauthier et al (2006), I ask as knowledge are constructed along of life trajectory teachers trainers and how manifest themselves in training practices for teaching math of teachers in initial training. The research objective is examine the construction and expression of knowledge over life experiences and training that impact on thinking and develops the practices in preparation contexts of student for be the teacher of children. Based in the dialogue with authors and constructs about the life trajectory and training (NÓVOA, 1992, 2000; MOITA, 2000) advocate that knowledge erected in each trajectory delimit ways of thinking and acting in the practices. In the narratives and us movement of mobilization there knowledge's repercussions in tune biographical and pragmatic that provides an education for teachers with particular defining features of training according to each personal history and training contexts where they occur. My interlocutors were five university professors from three universities located in Belém, Pa; who agreed to participate and work as teachers trainers of teachers in curricular activities related to mathematics. Analyses are constructed from questionnaires and semi-structured interviews, field notes, classroom observations, various documents, and narrative texts written by them. I interpret by life trajectory and professional training experiences the constitution of knowledge during each narrative outlining times in the spaces, plots, conflicts, characters. In the present analysis is presented the singularity each subject with through successive and dialogical interpretations that emerge from the implicit knowledge in the various manifestations silent or declared since the start of the acquisition of knowledge through the family, school and professional socialization in the degree course in mathematics, demonstrating knowledge in these processes; well as analyzing subsequent processes of professional socialization in professional practice, emphasizing striking and recursive experiments, and finally crowning the analytical texture about the object of the thesis discuss the pedagogical knowledge in motion or action included in the reasoning process pedagogical organized in two dimensions for which the maker movement converges for the diverse knowledge built in the trajectories investigated: knowledge of teachers trainers of teachers related to teaching mathematics and professional training for the teaching in mathematics. This movement supports the thesis that the thought and practice forming reflects their beliefs, conceptions and learning in formative processes justifying choices, attitudes and approaches taken and featuring making didactic model and is representing a model of professional training of teachers to teach mathematics in the early years of elementary school.