Navegando por Autor "SILVA, Carlos Alberto Nobre da"

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Professores pesquisadores em educação matemática no Pará. Da produção de conhecimentos à prática social
(Universidade Federal do Pará, 2020-04-30) SILVA, Carlos Alberto Nobre da; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; https://orcid.org/ 0000-0002-4092-7973
The graduate in Science and Mathematics Education in Brazil has consolidated itself as an important field of research in the teaching area, allowing students the opportunity to research and expand knowledge in the area, as well as in the reflection and proposition of alternatives for teaching Science and Mathematics. The increase in graduate programs in the area has been relevant, despite the asymmetries in their distribution among the regions of the country. However, researches that problematize the unfolding of the production of these programs for the social practice of new PhDs in the area are still insufficient. In this sense, this study sought to answer the following question: in what aspects the theses in Mathematics Education produced in the Graduate Program in Science and Mathematics Education – PPGECM reverberate in the social practices of researchers graduating from the program, and their possible repercussions and developments? For this, my objective was to analyze the theses in Mathematics Education produced in the Graduate Program in Science and Mathematics Education – PPGECM of IEMCI/UFPA, identifying the speeches and their intersections/consequences in the social practices of the researchers who graduated from the program. The theoretical-methodological foundation was based on Kilpatrick (1996), Miguel et al (2004), Triviños (2006), Saviani (2007), Greimas (1973; 2012), Fiorin (2015) and Barros (2011). Methodologically, the semiotic discourse analysis of the 43 thesis produced in the program from 2012 to 2018 was carried out, and 12 semi-structured interviews with doctored professors graduated from the PPGECM who are working at different levels of national education: basic education (initial years, elementary and high school), professional and technological education, higher education (undergraduate and graduate). The result of the analysis of the theses and the interviews was compared with the Lattes curriculum of the interviewees in order to verify the developments. This resulted in the existence of connections that contributed to the continuing education of researchers in this doctoral program, in improving research in our region and in the necessary identity constitution of this professional category - that of Mathematics Education professionals. Thus, we defend the thesis that doctoral research produced by PPGECM graduates has produced relevant impacts, consequences and developments that have an impact on the social practices of these authors, through participation in academic research groups or projects, critical reflections on their own practices, increase in the production of scientific articles and, above all, insertion in the process of academic formation and new researchers for the Amazon region.
Acesso aberto (Open Access)
Os projetos de investigação nas aulas de matemática em escolas ribeirinhas na ilha de Cotijuba
(Universidade Federal do Pará, 2013-04-16) SILVA, Carlos Alberto Nobre da; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967
This work analyses the possibilities of transformation a proposal of Mathematic Education based on projects investigation that promotes transdisciplinaridade and the students participation on the teaching /learning process. It brings to the development of the reflexive and critical competence for the integral education of students from grade school which are riverain, these competences, according to Skovsmose (2004) and Mora (2005) are necessary for the citizen‟s participation in our society. Based on Santos (2010) and others, I analyze the crisis on dominant paradigm in the sciences, and its unfolding in the education process and also its consequences on life of the traditional culture as the riverain. As theory base on Ethomathematic, mainly on Ubiratan D‟Ambrosio (2005; 2012), Gelsa Knijnik (2001) and Alan Bishop (1999) works, it also stablishes a dialogue with Critic Mathematic Education, it has as a reference the searches of Ole Skovsmose (2000; 2004; 2006) and David Mora (2005), on search of connections and mutual articulations which propitiate the education work with riverain population. At “Poção” community on Cotijuba Island specifically at Escola Pedra Branca ( Grade School, only for initial series) where I restored the empiric part of this search. For this work, I dealt with 19 (nineteen) students of that level of studies, 07 (seven) parents/students responsible and the school teacher. For the Methodology, I utilized two different and complement moments: the first one consists on approximation of the searcher to the riverain cultural universal of “Poção” community, it happened on three articulated stages: the observation, the interpersonal dialogues with the inhabitant of the community and the searcher participation on activities which it is being observed riverain‟s social practices. The second moment is more pedagogical. It is about the development with the students and their teacher using four settings for investigation of social economic and cultural activities from “Poção” community: naval carpentry, fishery handicraft, the collect and commercialization of fruit, the plantation of small country and vegetable-garden, all of those strategies were used to dialogue with cultural knowing/doing of the riverain and about the forms of used measures on the community and their relations with the studied measure on that level of studying of Mathematic school. From the analyses “settings of investigation” on (SKOVSMOSE, 2000), I made clear that the investigative projects of “transdisciplinar” character enable the students respect as subjects which produces knowledge, having as consequence the students active participation on their process of learning, and also, they give the visibility, on the course, the knowledge of tradition “putting them on interlocution with knowledge legitimated in our society with the scientific knowledge” (KNIJNIK, 2001, p. 25), establishing useful relation and mutual articulations between the mathematic knowledge and the riverain knowledge at “Poção” community from Cotijuba.