Navegando por Autor "SOARES, Maria Eliana"

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Acesso aberto (Open Access)
Altas habilidades ou superdotação em contexto de educação matemática: ecos e expressividades
(Universidade Federal do Pará, 2023-05-25) SOARES, Maria Eliana; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
The study aimed analising expressivities of graduating students of the High School, with the indicative of High Abilities or Superdotation in context of Mathematical Education, and specifically, took: 1) identify manifestations of High Abilities or Superdotation in Students of the High School in intra school enviromment; 2) describe the expressiveness of the High Habilities or Superdotation in context of Mathematical Education; and, 3) to recognise in founds, elements which contribute for a comprehension and teacher’s action about the High Abilities ou Superdotation. It anchored itself in the epistemological bases of the Psychology (social, cognitive and of the learning); in the fundaments of Mathematical Education; and in the approaching of the autonarrative qualitative research. It involved six graduating students of the Basic Education of a state school of the 8th Regional Unit of Education of Castanhal – SEDUC/PA. In the method, it used itself an investigative questionary, WhatsApp, participant observation, an interdisciplinar Project, poll test and anamneses. The results pointed in the narratives Life Histories, and in these, the evidence of several inteligences, this way, all the participants manifested ability to creat, among them, three with ability to solve problem; ability to solve problem; for contributing in cultural context. Individually, it identified itself that, three manifested mathematical-logic inteligence, from them, it stood out itself one with one interpersonal, intelectual and leadership, and two with intrapersonal intelligence. One student manifested linguistic intelligence, musical and spatial; one presented interpersonal and pictorial intelligence; ando ne evidenced pictorial intelligence. From the construction experience of mathematical statements emerged the Inverse Mathematical Learning, which intelligences presented themselves in the inverse order of the convetional way from the way of learning: a) analise (perception, attention, memory), which it was stimulated from one object, one sentence, image, etc.; b) interpretation (sense, value, assignment), in which occured the validation about what has been analised; and, c) context (temporal, social, attitudinal), through the statement. The experience origined reflections about the necessity of changing in the teacher’s practice, from the indicators: teacher’s stare in the spectro of intelligences; curiousity, autoconfidence and reflection in and about the teacher’s practice; and, teacher’s purpose. If they are developed efetivelly these aspects will become enriching of the teacher’s practicing in and to the inclusion.
Acesso aberto (Open Access)
As contribuições do jogo “No movimento dos números” para o ensino da adição nos anos iniciais do ensino fundamental
(Executiva Paraense dxs Estudantes de Pedagogia, 2018-07) CRUZ, Rosiane Oliveira da; SANTANA, Rosa Carla Costa; SANTOS, Sonia Helena Moraes dos; SOARES, Maria Eliana
Acesso aberto (Open Access)
Educação matemática e educação de surdos: tecendo memórias na perspectiva da educação inclusiva
(Universidade Federal do Pará, 2017-05-24) SOARES, Maria Eliana; MARTINS, France Fraiha; http://lattes.cnpq.br/4765567823575996; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068
Driven by Inquiry: What are the perceptions of deaf students about the teaching-learning process in the face of the challenges of classroom communication? I treat in this study of my "experiences and learnings" during two decades, in basic education, in the perspective of Inclusive Education. The relevance in reflecting my own practice is due to the need to star my teaching in inclusive education, because unknowing the subject sometimes made me absent, and until conniving in the face of my limitations with deafness, segregating and excluding without realizing it. Under one light of curiosity, the teaching plot aims to analyze the contributions of deaf students' perceptions about mathematics teaching-learning, considering the complexity of communication in the classroom, to which I turn to Teaching and Learning Mathematics for Citizen Education, from a scientific school research, in the perspective of scientific literacy on mathematical education and education of the deaf, aiming theoreticalmethodological reflections that contribute to inclusive pedagogical practices and future studies in this area. I theorize my teaching history, based on the qualitative research in the narrative (auto) biographical modality, in which I narrate situations lived in different contexts of basic education, considering the nuances of the reality of regular education and the complexity of inclusive education, having as an illustration five participants from the relevance of his memories filled with subjectivities. To interpret them, I sought support in the parameters of hermeneutics; of Vygotsky socio-historical theory, which deals with thought and language in an intrinsic relation between man and society; of Radford’ cultural objectification, which presents the formation of man in a cyclical process from the cultural aspects, and Peirces’ Semiotic, which presents the process of semiosis for the construction of ideas; and also of the theories that discuss mathematical education and the education of the deaf. For the record of the information about the object under study, In order to record the information about the object under study, I used as an investigative instrument the semistructured video interview and observations in locus, and for the analysis of the empirical material I used the Discursive Textual Analysis, considering the axes: 1- The social context in the communicative process of mathematical education; 2 - The interfaces of communication in mathematics education; 3 - Elements that limit mathematical learning; 4 - Potential aspects of mathematical learning. The plot analyzed revealed to me that, although legislation exists that supports education for the inclusion of the deaf student, educational practices (family and school) distanced themselves from this ideal, since deaf people are still victims of social invisibility. The perceptions of the protagonists denounce the lack of sensitivity of both parents and educators on the respect to the deaf culture, whose results channel to the need of formation not only in the academic sense, but in practice, that crosses the cultural aspect and why not Ideological, this is the need for a curricular reformulation. As a contribution of this study to society, a digital guidance material will be made available, in which the deaf students themselves participating in the research suggest to mathematics teachers to improve their practices.