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Programa de Pós-Graduação em Docência em Educação em Ciências e Matemáticas - PPGDOC/IEMCI

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/8498

O Programa de Pós-Graduação em Docência em Educação em Ciências e Matemáticas (PPGDOC) integra o Instituto de Educação Matemática e Científica (IEMCI) da Universidade Federal do Pará (UFPA). O Curso diferencia-se da especialização (Pós-Graduação lato sensu) em áreas de ensino pelo aprofundamento do conhecimento de metodologias de pesquisa e de aprendizagem, efetivo processo de produção do conhecimento sobre e na ação docente, bem como pela obrigatoriedade de desenvolvimento de um produto de ensino.

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Acesso aberto (Open Access)
Abordagem CTS no atendimento educacional especializado: práticas de ensino-aprendizagem em ciências para educandos (as) com deficiência intelectual
(Universidade Federal do Pará, 2021-03-04) BARBOSA, Brena Santa Brígida; LEITÃO, Wanderléia Azevedo Medeiros; http://lattes.cnpq.br/9180849418936246; https://orcid.org/0000-0002-7107-6630
This is a qualitative investigation, in the participant research modality. It was developed at the Teacher Lourenço Filho Specialized Educational Assistance Center (pedagogical unit of the Pestalozzi Foundation of Pará), specifically in the Science workshop, with ten learners with intellectual disabilities. It is presents itself as a research question: in what aspects the use of sequences of activities on the theme – trash, according to the approach in Science, Technology and Society (STS) can contribute to the teaching-learning process and inclusion of learners with intellectual disabilities in Specialized Educational Assistance (SEA)? This proposal was developed with a socio-environmental project, which addressed the theme – trash, through studies on the landfill in the municipality of Marituba, with the objective of analyzing the teaching-learning process and inclusion of learners with intellectual disabilities in the context of SEA based on CTS relations, as well as investigating the potentialities and the limitations in the practices developed. The investigative instruments used: Individual Development Plan and Pedagogical Political Project; logbook; SEA plan notebook; audio and video recordings of the learners in the activities; audio recordings of the reports of the responsible and of the collaborators; individual and collective reports. It was decided to develop Laurence Bardin's Content Analysis, through the analysis of four empirical materials (individual activities, interview with a learner, collective poster and letter to the authorities), obtaining four sets of categories a posteriori. The results obtained showed that the sequences of activities developed significantly contributed to the teaching-learning process and the inclusion of learners with intellectual disabilities as some STS elements were present: dialogicity; contextualization; interdisciplinarity; active participation; collaborative learning; critical-reflexive thinking; autonomy and decision making, potentializing both the acquisition of knowledge, the use of skills and the development of values by the learners involved, as the resignification of the teaching practice itself and the attitudinal changes among the participating subjects. As a product, an e-book was prepared, aiming to collaborate with the pedagogical practice of educators who work at SEA, as well as to give didactic subsidies to educators who work in the science teaching in the common classroom, with learners with intellectual disabilities.
Acesso aberto (Open Access)
A abordagem CTSA na matriz referência e em itens do ENEM: um olhar específico para a física
(Universidade Federal do Pará, 2019-01-07) CASTRO, George Anderson Macedo; Brito, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970; https://orcid.org/0000-0001-8363-8971
Conducted in the context of a professional master's degree, this study aimed to analyze and discuss, from the perspective of the STS approach, Enem items and reference matrix skills related to Physics, assuming interdisciplinarity and contextualization as assumptions of the STS approach. The research presents as product a series of four videos produced for Youtube, whose scripts were elaborated with a group of teachers of Physics of the Basic Education, in the context of a continuous formation about the relation between the STS approach and the Enem. For analysis and discussion of the items and skills, seven editions of the exam between 2011 and 2017 were explored. This study considered the unidimensionality of the Enem items, the fact that each one of them proposes to specifically evaluate a skill. of the reference matrix, with the ability information evaluated by each item taken from the Enem microdata, released by Inep after each exam edition, thus establishing for the group of items analyzed a corresponding group of skills. Thus, taking a specific look at Physics, analyzing not only the items, but also the corresponding skills establishing the item / skill relationship, the research seeks to identify approximations between the STS approach and the Enem. The analysis methodology used was Laurence Bardin's Content Analysis, through which it was first identified in the item group those that presented approximations with the STS approach, proceeding in the same way with the skills related to the items in this group. The items and skills that from Content Analysis were related to the STS approach were organized into three categories: Perception Development (DP), Question Development (DQ) and Social Commitment Development (DCS), categories adapted from the Roseline Strieder's doctoral dissertation, which allowed us to understand how the elements analyzed approached the STS approach. Thus, when analyzing 105 items and the 18 skills related to these items, the results indicated that in only 11 items (10.5%) we approached the STS approach, which occurred for a group of 10 skills (55.5%). %). This allows us to infer that, although the STS approach is related to a large number of Enem Reference Matrix skills, it is not observed in a similar proportion to the items related to Physics content present in the exam. Thus, the study indicates that the items analyzed do not jointly privilege interdisciplinarity and contextualization as one might expect, since these two perspectives, according to the official documents, underlie the Enem.
Acesso aberto (Open Access)
Abordando microrganismos com estratégias de ensino de natureza metacognitiva
(Universidade Federal do Pará, 2023-05-12) Cardoso, Mayara Dias; Brabo, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
Teachers of science in the final years of elementary school face challenges that increasingly require an innovative approach to ensure meaningful learning for students. Among some contemporary psych pedagogical suggestions, the development of students' metacognitive skills is one of the recommended ways to enhance the teaching and learning process, enriching conceptual understanding, and fostering intellectual, emotional, and social skills. This work aims to make a contribution to the aforementioned field of research, analyzing the impacts of using metacognitive teaching strategies on learning concepts and skills of the knowledge object Life and Evolution in classes of students in the 7th year of Elementary School, titled “Metacognitive strategies for classes on microorganisms”. To achieve this, a didactic guide for teachers was created, describing a set of teaching and learning activities on the topic of Life and Evolution. Due to the nature of the process to be investigated, a qualitative approach was chosen to collect and analyze data, examining the behavior and attitudes of students when engaging in metacognitive educational activities proposed in the didactic product. The didactic product, resulting from this research, was specifically designed for application in regular classes of the final years of elementary school, aiming to improve the learning of knowledge and skills in the Science curriculum, specifically tailored for 7th-grade students. Evidence was presented supporting the use of metacognitive teaching strategies, suggesting that this approach can provide motivation and enthusiasm, even in shy or inattentive students, enhancing the overall learning of scientific content in the class. Activities that allow individual reflection, peer-to-peer reflection, and interaction with teachers seem to enable the acquisition and use of metacognitive skills and conceptual enrichment on the subject. There is evidence that the implemented activities had a positive learning effect in various aspects analyzed: maintaining interest in classes, providing opportunities for students to express their doubts, challenging them to solve contextualized problems, exposing them to historical information about the development of scientific knowledge, and prompting them to reflect and make inferences about typical aspects of scientific discoveries. These are aspects that are often not addressed in elementary school science classes.
Acesso aberto (Open Access)
Ações de formação continuada de professores que ensinam matemática nos anos iniciais do ensino fundamental: construção de uma prática para o ensino de geometria
(Universidade Federal do Pará, 2017-09-21) FRADE, Marita de Carvalho; MACHADO JÚNIOR, Arthur Gonçalves; http://lattes.cnpq.br/3148593292236740
The research presents results of an investigation about the process of continuous training of teachers in service who teach mathematics in the initial years of Elementary School in schools of the municipality of Ponta de Pedras, in Marajó, Pará, Brasil. Researches indicate that in the early years of Elementary Education (aiEF), there is still greater emphasis on teaching other blocks that make up the mathematics curriculum, compared to working with Space and Form, more specifically, when compared to studies related to geometry. However, these same research points out the importance of teaching this content in aiEF. Faced with this problem, the question that emerged and which guided this research was how gemetry has been taught by teachers who teach mathematics in the initial years of Elementary School? In these terms, we present as objective, to investigate how the geometry has been taught by teachers who teach mathematics in the initial years in the municipality of Ponta de Pedras. To collect data were used questionnaire, audio recording, documents and logbook. The research was structured in two stages, applying a questionnaire that allowed to draw the profile of the teachers and to detect their experiences and experiences related to the teaching / learning of geometry and the planning and development of five training meetings, with the purpose of reflecting on teaching / learning geometry. In these terms, the research was carried out from March to November 2016 and had as participants a group of teachers and graduates of the Integrated Degree in Science, Mathematics and Language Education offered by the Institute of Mathematical and Scientific Education. As a final product, differential of this modality of masters, a proposal of continuous formation in service on the block Space and Form, in particular, teaching/learning of geometry for the initial years is presented.
Acesso aberto (Open Access)
Alfabetização científica no 9° ano do ensino fundamental: produção artesanal de iogurte como tema de estudos
(Universidade Federal do Pará, 2021-05-06) SILVA, Denílson Elias Lima; PESSOA, Wilton Rabelo; http://lattes.cnpq.br/0244057330247829; https://orcid.org/0000-0002-9966-9585
SILVA, D, E, L; Scientific Literacy in the 9th year of Elementary Education: Yogurt production as a subject of study, dissertation (master's). Institute of Mathematics and Science Teaching - Federal University of Pará, Belém, Pará. 2020. The following pages contain a qualitative case study planned and carried out to understand the assumptions, characteristics and evidence of Scientific Literacy in Elementary School Final Years. The study data were collected in a ninth-grade classroom (students aged 14 to 15 years) at a state public school in the city of Getúlio Vargas (Mocajubinha), located in the municipality of Terra Alta. The research data includes the recorded voice classes and the written works and / or activities produced by the students, in addition to all the didactic material provided to them during the classes. We started our research by reviewing the topic "Scientific Literacy through the production of artisanal yogurt" in the national and international literature on Didactics of Science through which we found information that allowed us to propose the structuring axes of Scientific Literacy. These axes are considered in our research for the analysis of the activities that make up a didactic sequence involving discussions in which the same topic is discussed taking into account scientific knowledge and technologies through local knowledge. The study of the specific bibliography of the area also led us to the proposition of indicators of Scientific Literacy: action and research skills that we deem necessary to be used when it is intended to build knowledge on any topic. The indicators are vital to the analysis we carry out as they can provide us with evidence of whether Scientific Literacy is in process among Elementary School Students Final Years observed in our research. After analyzing the didactic sequence, the oral arguments and the written work and / or experimental activities carried out by the students, we found quite substantial evidence that Scientific Literacy is in process for most of the students in the studied class.
Acesso aberto (Open Access)
Alfabetização cultural Ka’apor: etnomatemática nas práticas de cestarias e grafismo corporal
(Universidade Federal do Pará, 2023-11-06) BARROS, Estelita Araújo; LIMA, Aline da Silva; http://lattes.cnpq.br/0664954001664179; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437
This research reports work experiences in indigenous School Education, with teaching practices focused on themes, which, based on the cultural knowledge and actions of Ka’apor students, address how these are related or not to the National Common Curricular Base - BNCC. The aim is to reflect on how to work with these contexts in school spaces, in a way that can serve as a reference for other professionals and provide guidance on an intercultural and interdisciplinary teaching and learning proposal that contributes to the process of teaching and learning mathematics in order to visualize the importance of cultural elements such as: making wasahã (bread pan), ka'apor body graphics, among others culminating in the creation of an educational product entitled “Ka’a ro hehe ukwaha ke” Knowledge Notebook: Ethnomathematic Literacy in the Ka’apor Culture. To this end, the contents of mathematics stand out: geometric figures, counting and length measurement, with the purpose of valuing the knowledge and practices of the community in dialogue with mathematical knowledge, which through methods of ethnographic research, bibliographical research and the experiences lived through participant observation with the Ka'apor students, point us to methodological paths for developing materials aimed at differentiated teaching practices, as possibilities in adding and valuing the forms of subsistence and survival of the Ka'apor people.
Acesso aberto (Open Access)
Alfabetização matemática: comparação e quantificação no 2º ano do Ensino Fundamental.
(Universidade Federal do Pará, 2024-07-10) SILVA, Lenilda de Araujo; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437; https://orcid.org/0000-0002-7185-4009
Acesso aberto (Open Access)
Altas habilidades/superdotação e o ensino de ciências: reflexões sobre a inclusão na educação básica
(Universidade Federal do Pará, 2023-05-05) FERREIRA, Osmarina Ferreira e; RAPOSO, Elinete Oliveira; http://lattes.cnpq.br/6737474841439654; https://orcid.org/0000-0001-8995-0296
Aiming to contribute to discussions about High Abilities/Giftedness-AH/SD, within the scope of continuing teacher training, this research aims to reflect on the inclusion of students with High Abilities/Giftedness in the common classroom, initial years of elementary school, in schools in the Municipal Education – SEMEC in Abaetetuba PA. The research has a qualitative-quantitative approach in the Case Study modality, and included theoretical support on the themes of High Skills/Giftedness, Science Teaching and Teacher Training, in addition to official Guidance documents on the National Inclusive Education Policy and the Science Teaching in Brazil. The research sought to discuss High Abilities/Giftedness, its trajectory, conceptualization and identification, as well as the cognitive and socio-affective characteristics of these certain students, outlining a reflection on teacher training and its importance in the process of building an inclusive educational system. Likewise, it sought to articulate science teaching and the methodological possibilities for meeting the educational needs of students with AH/DS. To prepare the research data, a seminar was held to discuss the topic in question, during which questionnaires were administered to teachers working in the first years of basic education, in addition to recording their opinions. The purpose was to support reflections and expand knowledge about the theme, as well as drive improvements in educational practices and the effective inclusion of these students in the school environment. An e-book entitled “High Skills/Giftedness: a pedagogical approach in Science Teaching” was created, targeting teachers, coordinators and managers of basic education. During this study, it was found that, within the scope of teacher training in Brazil, this theme is still a challenge to be overcome, as it has not been a priority in continuing teacher training policies, still causing many gaps with regard to effective inclusion of these subjects in educational environments. It is expected that the educational product can expand discussions on the topic, encourage new studies and serve as guidance in teaching and research, in order to contribute to the recognition of the characteristics and singularities of people with HA/DS.
Acesso aberto (Open Access)
Anomalias da água: uma abordagem para educação básica
(Universidade Federal do Pará, 2024-08-08) SANTOS, Jaqueliane Souza dos; CRISPINO, Luis Carlos Bassalo
This work is part of a line of research aimed at exploring the anomalous behavior of water in Physics and Science Teaching. Anomaly consists of an irregularity or abnormality that can be seen, for example, in the behavior of a particular material. Water, in particular, exhibits various so-called anomalous behaviors, which make it a fluid that is quite different from the rest and has great potential for teaching physics and science. The anomalies of water are associated with some of its physical properties, such as surface tension, specific heat and thermal expansion, which are the subject of this research. The research was carried out in collaboration with the Demonstration Laboratory (LABDEMON) of the Federal University of Pará (UFPA). Our proposal includes the production and publication of videos on the YouTube channel "Demonstration Laboratory - UFPA" and the production of a teaching sequence on the subject of water anomalies, with the aim of contributing to the teaching activities of Physics and Science teachers in Basic Education. Thus, experiments associated with the theme were developed in the classroom, using the Sequences of Teaching by Investigation (SEI) as a theoretical-methodological framework and, together with the videos produced, the effective application of the proposal represented one of the students' first contacts with experimental demonstration activities. The didactic material produced allows teachers and students to reproduce the experiments and also to analyze and discuss the results in different educational contexts, both in basic education and at technical and higher education levels.
Acesso aberto (Open Access)
Aplicação do multiplano como alternativa metodológica no ensino das quatro operações fundamentais para alunos com deficiência visual
(Universidade Federal do Pará, 2023-09-01) MORAES, Larisse Lorrane Monteiro; ARAÚJO, Marcelo Marques de; http://lattes.cnpq.br/0186126063457328; https://orcid.org/0000-0002-8251-806X
This research refers to the teaching of the four fundamental arithmetic operations in an inclusive perspective, more specifically, teaching through multiplane manipulable material. The objective of this is to investigate the learning of students with low vision, with the application of the Multiplane as a didactic resource in the teaching of the four mathematical operations. Regarding the methodology, this is characterized as a qualitative approach, in accordance with the visions of André and Gatti (2008) and Gamboa (2003), having as methodological procedures the case study and, for data analysis, we used the resolution technique of problems according to Polya (1995). The study was carried out, from September 5th to November 30th, 2022, with a teacher and a student, who has low vision of the 5th grade class of elementary school in the early years of a Public School of Elementary Education, located in the municipality of Moju/PA. The results show that the material is characterized as a tool that enhances learning, as it enables the understanding of the teacher's explanation in concrete, enabling the student with visual impairment to adapt necessary for learning, as well as the creation of the booklet, an educational product of this research, should help the methodological process of all teachers, that the guidelines created and idealized contribute to the teaching of the four operations in a perspective, which leads to the construction of knowledge with meanings, with understanding and with methodological didactic inclusion. Finally, this study was built to contribute to all professionals, who act mediating the four mathematical operations with students with visual impairment, that the analyzes carried out serve as a basis for new debates, implementations, reformulations and additions, and can be seen as a portrait of the Brazilian educational reality, which admits mistakes, shows the difficulties more than it also points out solutions, because we firmly believe that the use of the multiplane as a didactic resource for teaching mathematics is characterized as an alternative, which contributes to the student's learning with Visual impairment.
Acesso aberto (Open Access)
Atividade experimental e o desenvolvimento de habilidades de investigação científica em um clube de ciências
(Universidade Federal do Pará, 2019-09-17) SANTOS, Natalino Carvalho dos; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402; https://orcid.org/0000-0002-2495-7806
The study aims to analyze the context of an Investigative Experimental Activity on types of mixtures and the possibilities of developing research skills of 6th grade students. The research emerges from participation as a teacher monitor in a science club where practical activities are developed. The Investigative Experimental Activities are developed as a pedagogical resource in education, as it presents, in the context of the activities, among other aspects, greater participation of students, and also provides the opportunity to develop teaching and learning, using Investigative Teaching, approached in science teaching. The research approach was classified as participant, in the qualitative bias, with exploratory and descriptive characteristics, in the development of Investigative Experimental Activities entitled “Daily mixtures”. For this, we used the use of a four-stage Investigative Teaching Sequence (ITS), in the perspective that students had investigative skills according to the investigative levels established in the research. As instruments of data constitution were used the video recordings, audio recordings, with subsequent transcription of the speech of the subjects. We chose to use Content Analysis to interpret information obtained from the experimental context. The survey participants involved three teaching teachers and eight students of the 6th grade of elementary school. The activities were held at the Science Club “Prof. Dr. Cristovam W. P. Diniz” of the Federal University of Pará - Castanhal / Pa campus. The results demonstrate the relevance of Investigative Experimental Activities as an alternative in the teaching and learning process, as it contributes to the development of research skills and constant transformation in search of students' autonomy for a scientific formation. The research product consists of a video that guides and demonstrates the stages of investigative experimentation. It also highlights the interactions of the participants of the Investigative Experimental Activity, in order to collaborate with the teacher's work for the emergence and development of research skills. among the students.
Acesso aberto (Open Access)
(Auto)formação de um professor de química no percurso de produção de uma gincana sobre alimentos ultraprocessados
(Universidade Federal do Pará, 2022-06-03) MACIEL, Eduardo de Paula; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
Asa (self) formative narrative research, this master’s thesis deals with a process of creating teaching resources, mainlyan Educational Jamboree, for teaching chemistry within a scientific education context that values citizenship formation. The research question consists of: “How can I transform the way I teach, valuing citizenship formation in my pedagogical practices?”.Both the new formation epistemology, defended by Nóvoa (2010), and the understanding of citizenship formation, defended by authors such as Cachapuz (2016), were applied as theoretical framework; narrative research was also adopted as methodological framework. Each moment of the creation process regarding this teaching resource was characterized by specific activities, including discussions, reflections, relations, questions, doubts, propositions, and referrals, which occurred collaboratively. The interpretative process carried out in texts designed during the course of producing such teaching resource was configured from an explicit theoretical standpoint since the beginning, based on: searching and acquiring knowledge of new perspectives on Scientific Education; defining a theme for elaborating the teaching resource; the relevance of said theme for students formation; the choice related to types of teaching resources; the collection of information on the subject within official documents and specialized literature; and on validating information that subsidized the teaching resource by dialoguing with a group of undergraduate students. Through doing research on the course of producing this Jamboree, it is possible to plan pedagogical practices different from traditional ones, which may end up valuing student's participation in debates on topics of social relevance.
Acesso aberto (Open Access)
Autoformação em contexto entre iguais: reconfigurando a ação docente para a educação ambiental crítica
(Universidade Federal do Pará, 2018-08-17) NASCIMENTO, Maurenn Cristianne Araújo; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
This is a research-training, of a qualitative nature, in the narrative modality, which seeks to investigate what terms I and three other teachers participating in the research , in context self-learning between water is re )means we knowledge and knowledge in the field of Natural Sciences and Environmental Education in the reference school in environmental education, in which we work. We use various tools such as questionnaires, diary, memorials reflective, photographic and audiovisual records, observations and audios made in pedagogical meeting, p roduções writings of the teachers participating in the research, d official ocuments as PPP (Political Pedagogical Project) school and observation participant. The results of this research, analyzed through the Discursive Textual Analysis, do not bring them the understanding that our experiences of self - formation lived through it, led us to see and experience the continuous formation as a project of sense elaboration, where the teachers could exercise greater autonomy and responsibility in relation to their own formation, in addition to acquiring in this process a greater awareness of their teaching work. Based on this research, we have sought to begin a process of systematization of a proposal of continuous training of our own, based on our demands and aspirations as teachers, which brings us new perspectives in accomplishing a more effective environmental education capable of contributing to the formation citizen we so long for, given the importance of processes of self - formation and the strengthening of communities of formative practice in school. Regarding the scope of our actions in relation to Environmental Education carried out in the school, although the manifestations of the research subjects indicate a dissatisfaction with our results, I can understand today, after the development of this research, that we do yes, Environmental Education in several | and our educational activities in this context have a very relevant value in our localities and in our Amazon region, even with all the challenges and with all the scrapping process that our school has been going through during these 22 years of existence. islands where it is located. We leave as a recommendation that we make a reorientation in the school regarding its main educational processes, favoring a greater integration between the subjects that carry out education, in order to develop an Environmental education capable of promoting more consistent socio-environmental changes. I also point out that science subjects can be the central axis of literacy in the mother tongue in our school, through socio-scientific themes , because children are usually curious and show an interest in things of nature. Asking questions in class and working for answers would be an important strategy for the scientific initiation of children in the initial school years, and the pedagogical work centered on subjects of the students' daily life is fundamental for us to more effectively fulfill our objectives regarding environmental education critical and citizen, bringing school education closer to scientific knowledge, due to the greater possibility of problematization from these significant themes. More than centering the teaching in these subjects it is necessary to adopt the scientific research as guiding of the pedagogical practice from such subjects.
Acesso aberto (Open Access)
Avaliação formativa e comunicação matemática: um estudo sobre a prática na educação de jovens e adultos
(Universidade Federal do Pará, 2017-10-28) FERREIRA, Joel Silva; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967
This study aims at characterizing communication in mathematics classes, from the perspective of Formative Assessment based on Semana and Santos (2012) and Fernandes (2008, 2012). It emerged from the need for improvements in teaching practice and assessment of the researcher teacher. In view of this, a sequence of four tasks of the mathematical content of percentage was applied, with the intention of articulating teaching, learning and assessment in a group of youngsters and adults students. The teaching methodology used in the intervention was the exploratory one, in which the students carried out the tasks in groups and later socialized the results in the collective discussion in the whole class. The methodology of the research follows a qualitative according to Bogdan and Biklen (1994), approach in which the interventions of the students and the researcher teacher were analyzed, based on the three dimensions of communication proposals for Semana and Santos (2012): dynamics, focus and meaning. The data collection is based on the audio recording of all the communications that occurred in the groups, in the stage of accomplishment of the tasks, and video-audio recording of the interventions occurred in the collective discussion of the results, with subsequent transcription of the speeches of those involved. The written records made by students during the tasks, the students’ perceptions of classroom experience - obtained through a video-recorded interview - also served as background information for the study. The empirical data were the object of an analysis of content oriented by the dimensions of communication: dynamics, focus and meaning and themes that emerged from the articulation between the research questions and the theoretical framework. The obtained results show that the communication of the students was predominantly destined for another student (dynamics), both in the stage of accomplishment of the tasks and in the phase of collective discussion of the results; In relation to the focus they focused the majority of their attentions to the process of resolution of the tasks; as to meaning they intended to explain in most communications. Regarding to dynamics of the teacher's interventions, in the phase of accomplishment of the tasks most of his communications were destined for the groups of students, while in the phase of the collective discussion the greater part was destined for the class; As to the focus, the teacher focused his attention on the process of solving the tasks; And in relation to the meaning it is evidenced a speech substantially of the type question in which it requested explanation of the students. In this way, the communication developed in the classroom was characterized as social interaction, in which the students appeared as a learning resource for the others, contributing to the practice of formative assessment. It was also concluded that the researching on the his own practice allowed relevant professional learning to the researcher teacher, transforming his conceptions about teaching, learning and assessment.
Acesso aberto (Open Access)
Ciências para crianças: introduzindo a investigação científica por meio da literatura infantil 4º e 5º anos do Ensino Fundamental I
(Universidade Federal do Pará, 2024-02-16) FLECK, Elone; BRABO, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
This research describes and analyzes interdisciplinary didactic interventions and strategies, teaching through investigation, specifically planned based on the reading of the children's story A Minhoca Garibalda. Put into practice in a 4th year class of elementary school, at a school in the urban area of Parauapebas-PA. In order to contribute to research, considering the Principles of the area and the light of Official documents, which indicate the need to learn autonomously, in a contextual way, overcoming mere memorization and at the same time promoting a taste for reading, stimulating imagination and the expansion of knowledge of the world, the research problem was considered: “What are the possible learning benefits of the integrated use of children's literature and research-based teaching in elementary school classes?” An analysis of the quality of the work, indicative of how it is used to promote interdisciplinary research, motivating scientific experimentation, allowing the initiation of scientific research and the acquisition of knowledge, with appreciating significance, encouraging interaction between students, professor and college s and improving the motivation and enthusiasm to arrest. Included in this dissertation, as a didactic product, are interdisciplinary research-based teaching activities, strategies and guidelines, which can be used in teaching activities in early years classes.
Acesso aberto (Open Access)
Classificação da informação: uso interno o pensamento algébrico mediado pelo jogo de cartas RFP
(Universidade Federal do Pará, 2022-11-10) SILVA, Maico Tailon Silva da; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
In this research we expose results of studies and creation developed based on the possible relationship between card games and the Rule of False Position (RFP), whose intersection enabled the constitution of the RFP card game contributor to studies related to the polynomial equation of the first degree, through numerical processes, reassembling ways/ways of perceiving and manipulating mathematical elements, especially under the algebraic domain, promoted in Egyptian, Babylonian and Chinese civilizations, whose abilities were preponderant to the development of algebraic knowledge. We aim to highlight the potentiality present in a numerical method in the combination with card games, enabling good mathematical learning especially related to polynomian equations of the first degree, propitiating the development of algebraic thought from its characterizations. We list it as a research question: to what extent does the False Position Rule (RFP) combined with a card game promote the development of algebraic thinking in the teaching of polynomian equations of the first degree? We collected the data for empirical analysis through the use of the game with teachers and in a class of the 8th year of elementary school. We used the methodological assumptions of didactic engineering in our qualitative research, under the bases of an action research. We report on the theoretical aspect of research to official educational documents such as PCN, BNCC and others, as well as the contributions of Guy Brousseau with the Theory of Didactic Situations (TSD) and the model related to algebraic thought according to James Kaput and Juan Godino. Our research generated as an educational product the rfp card game that is attached.
Acesso aberto (Open Access)
Clube de ciências de Cametá: histórias (re)escritas para a educação científica e formação docente
(Universidade Federal do Pará, 2020-10-28) PINA, Eridete Arnaud de; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
In this qualitative research, of narrative approach, i investigate formative experiences lived by the participants of the Clube de Ciências de Cametá (Cametá's Science Club), created on the early 90’s. This epistemological option of research has given me theoretic and methodological conditions to investigate the experience, which history of this educative space, i organize by the rescue of memories of it’s members, the ones which i pass to analyse through the Textual Discursive Analysis, which permits me, by the means of similarity and recurrences to analyse the senses and meanings of the experiences lived by the research collaborators. I seek to investigate to understand in what terms formatives experiences lived in a Science Club, can contribute for a scientific education, to teacher’s formation and boost the (re) nucleation of a educative space with that goals. I analyse the experiences related and their contributions for the scientific education and docent formation , looking for boost the (re) nucleation of a space of juvenile child's scientific initiation and teacher formation in Science. The memorialistic reports provides us too, rebuild/systematize the history of Cametá’s Science Club and discuss analytically five emergent categories: i) New/Another vision of teaching; ii) Movements of Teacher Formation; iii) Continuous formation of basic education to beyond the Club’s wall; iv) Teaching with research: course to scientific initiation; v) Teaching Experiences that can be redefined/rebuilt for the Schools today. By the done analysis, i conclude that of the experiences in the Club can be evidenced as principles of teacher formation principles and for scientific education, turned on the development of critical thinking as facilitator for scientific literacy, and that formative experiences, can serve as base for a (re) nucleation work of a formative space for students and science teachers. Inserted to this dissertation, is the educational product “Once upon a time the Cametá’s Science Club”, a e-book in what i relate briefly about the history of the Cametá’s Science Club, i present examples of developed activities by the Club and by the school which that can serve as model and encourage for making classroom research that can be developed under the school space today and i give forwarding and suggestions for creation of Science Clubs in Schools of Basic Education.
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Concepções e práticas pedagógicas acerca da construção do número voltados para a educação de alunos com deficiência visual
(Universidade Federal do Pará, 2019-10-30) SILVA, Ana Mara Coelho da; ARAÚJO, Marcelo Marques de; http://lattes.cnpq.br/0186126063457328; https://orcid.org/0000-0002-8251-806X
This study aimed to investigate the conceptions and pedagogical practices concerning the construction of the notion of number implemented by teaches of the Pedagogical Intervention sector of a polo institution, which serves students with visual impairment. To support the investigation of this problem, we support the notes of Piaget epistemological approach. The research is part of the qualitative research, in the action research modality, developed with seven participants, including two teachers directly involved in the work of the Pedagogical Intervention sector, and five students with visual impairment, attending this learning environment. The research consisted of an observation phase of the activities developed within the teaching of mathematics and specifically related to the object of this research, the numbers, with a duration of three months; semi-structured interviews directed to the teachers and legal guardians of the students selected for this study, in order to understand how mathematical teaching and learning relationships were implemented and maintained within the Specialized Educational Unit (UEES) and in the regular educational context. Then, problem situations were selected and elaborated, which Piaget and Szeminska (1975) propose as primordial for the student to construct the notion of number. The results showed that the lack of teacher training has contributed to mistaken educational practices based on empiricism, without the proper foundation of a theoretical approach. In addition to a teaching centered on memorization and repetition, in which the student learns when exercising certain skills, such as counting numbers, with little daily applicability and that does not allow the student to feel part of the learning process. Likewise, we realize that there is a fragmentation, discontinuity and decontextualization of the work carried out between the various sectors of (UEES) and of these with regular education. Through the activities implemented with the students, it was possible to realize that there is a need for a pedagogical action, with didactic-pedagogical planning, which enables the student to develop mathematical logical reasoning actively.
Acesso aberto (Open Access)
Conhecimento docente em ação e o uso de tecnologias digitais no ensino da matemática nos anos iniciais
(Universidade Federal do Pará, 2021-01-19) CONCEIÇÃO, Elenice Rosário da; DIAS, Josete Leal; http://lattes.cnpq.br/7421413158533807; https://orcid.org/ 0000-0001-9246-3229
This dissertation is guided by the qualitative approach, based on Action Research according to Thiollent (2008). It is linked to the line of research on Teacher Education for the teaching of science and mathematics in the Graduate Program in Teaching in Science and Mathematics Education. Among other objectives, it aims to verify knowledge in action of teachers who teach mathematics in the early years through TDIC. I highlight a teacher as a research subject who taught the fourth year of basic education, taking the mathematics classes of the early years as the object of observation. The research took place in the midst of teacher training with the use of digital technology for teaching. The questionnaire and audio recordings of tasks were used as data collection instruments, which were later transcribed. As material for analysis, I highlight the information from the questionnaire and the data treated from two tasks planned and developed with three classes of the fourth year of Elementary School, in a public school in Belém do Pará, with TPACK guidelines as the first theoretical contribution. (Knowledge of Content, Pedagogical and Technological). The results obtained demonstrate the relevance of discussing and thinking about the use of Digital Information and Communication Technologies, in view of the technology, pedagogy and content triad, especially regarding Google tools, mobilizing and explaining knowledge to enrich the pedagogical practice and, consequently, the teaching process. teachinglearning. With the completion of the task, it was noticed that some difficulties were overcome by the teacher in view of the use of technological tools. In view of the above, I propose the E-book "TDIC + Mathematics = Teacher knowledge in action" and the website "Integration of technology in teacher training and practice - INTEFORMED" as an Educational Product to enable teachers to access a process of experiences and tools for teaching with Technologies. Therefore, the research presents itself as relevant, considering the social moment experienced by the covid-19 pandemic, in which the need to use digital technologies became more evident, especially in the educational sphere, as well as the use of possibilities aimed at teaching as enriching the school curriculum and the teaching-learning process, especially in mathematics.
Acesso aberto (Open Access)
Contação de histórias no ensino-aprendizagem de ciências na perspectiva da inclusão
(Universidade Federal do Pará, 2019-11-19) DIAS, Helen do Socorro Rodrigues; RODRIGUES, Isabel Cristina França dos Santos; http://lattes.cnpq.br/0226549641470972; https://orcid.org/0000-0001-5750-5868
The following research is about the process of teaching-learning of science through the ludic strategy of storytelling for people with disabilities (PwD), articulated with the concepts of language, regarding a dialogical context in the education field. Having as an object, the analysis of telling and retelling practice of stories in the dialogical teaching-learning of science, that works with the scientific knowledge for the PwD, in the perspective of educational inclusion. Therefore, this research is based on the studies of Bakhtin (2017, 2018 and 2019) under the enunciative-discursive perspective of language, alterity, responsiveness and emotive-volitional tones that are fundamental concepts for this research; Chassot (2002 and 2018) that works with scientific literacy for the context of science teaching and learning; Vygotsky (2012), who argues about important issues related to the development of PwD; Dohme (2011), Rau (2013) and Huizinga (2008) who discusses about the ludic; Zumthor (1997; 2018), Abramovich (2008) and Sisto (2007) discuss about the performance of storytelling and retelling. The methodology was based on action research (Tripp, 2005), having as a participant a teacher from an institution focused on specialized educational services and four students, one with Down Syndrome, two ID students and one with autism, all between the ages of 06 and 09 years old, with stages of selection of the theme and subtheme of the teaching of science, construction of inedited narrative and pedagogical resources, development of activities with students. The results show that the use of storytelling and retelling stories enhances the dialogical interaction among the individuals, favoring the teaching-learning process of PwD sciences.