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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Agora exibindo 1 - 2 de 2

Acesso aberto (Open Access)
Educação em ciências e educação de surdos: vivenciando possibilidades em aulas de física
(Universidade Federal do Pará, 2017-05-17) MARTINS, Denize Rodrigues; MATOS, Maria da Conceição Gemaque de; http://lattes.cnpq.br/3811282366596635; https://orcid.org/0000-0003-3026-5141; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
The objective of this research was to study the factors that most stood out in the involvement of a deaf student in relation to their learning about the basic concepts of Physics. This deaf student is included in a class of the first year of high school in a school located in the municipality of Abaetetuba / Pa. This research presents a qualitative delineation, guided by the action research, where the main ones involved in the field of research were the researcher (teacher), an interpreter, the deaf student and the student listener. The data were produced through interviews, participant observation of the physics classes and a trail game, the latter was made in partnership with PIBID / PHYSICS / ABAETETUBA-PA scholarship recipients and had as purpose to review the concepts studied in previous classes and to identify if the strategy used by me (teacher regent of the class) provided learning for the deaf student. For the analysis of the data was used Discursive Textual Analysis, through which emerged three categories of analysis: Obstacles during the interpretation of Portuguese for Libras; Evidence of learning of the deaf student; And Challenges of Teaching: between anguish and conquest. The results showed that the use of: signalized Portuguese associated with images, Libras, written Portuguese, home signs and gambling; Helped the teaching and learning process, but they were not enough, highlighting as necessary a collaborative work among all the professionals of the school. It is hoped from this research to point out the importance of the teacher to know the least of the Libras to, in a collaborative work, include the deaf student in the so-called regular classroom. Regarding the product, a booklet was created with some guidelines for teachers working with deaf students.
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.

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