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

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2290

O Programa de Pós-Graduação em Educação em Ciências e Matemáticas (PPGECM) faz parte das atividades do Instituto de Educação Matemática e Científica (IEMCI), antigo Núcleo de Pesquisa e Desenvolvimento da Educação Matemática e Científica (NPADC) da Universidade Federal do Pará (UFPA). O PPGECM visa oferecer aos graduados e formadores de professores das áreas de Ciências (Física, Química e Biologia), Matemática, Educação Ambiental e áreas afins, oportunidade de estudos e pesquisas sobre os fundamentos atuais do ensino e pesquisa na área de Ensino de Ciências e Matemáticas (Área 46 da CAPES).

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Acesso aberto (Open Access)
Educação matemática e educação especial: reflexões sobre os relatos de experiências docentes de professores de matemática
(Universidade Federal do Pará, 2016-06-29) MARINHO, Karem Keyth de Oliveira; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
One of today‟s biggest educational challenges is to make the school into an inclusive space capable of receiving the students with acknowledgment and respect for their singularities. In order to achieve this goal, the teacher has a relevant role in their ability to develop the inclusive education in the classroom. However, when it comes to Mathematics Education, we need to investigate how the Math teacher works, since the few discussions on the theme may influence their pedagogic practices. This fact is experienced in the academic and professional career of this study‟s author. In this research, we aim at reflecting on the reports of experiences lived and narrated by the Math teachers of Tabatinga – AM, about the inclusion process of sutents with disabilitis in common classes of regular schools. Consequently, we aim at answering the following research question: What are the reflexes of experiences of Math teachers with students with disabilities? Therefore, our theoretical and legal assumptions are base on national and international documents, on studies aimed at the teaching practice in an inclusive perspective. Regarding the methodological design of the study, we conducted (through a qualitative approach) interviews with Math teachers who work for public schools in the city of Tabatinga, who have a Bachelor‟s Degree in Mathematics, from Centro de Estudos Superiores de Tabatinga, at the Universidade do Estado do Amazonas. The interviews were analyzed through categories constructed from the teachers‟ reports, considering the directions indicated in the interview script. Given the results, we realized that the lack of knowledge on Special Education from the perspective of Inclusive Education and school support are the main factors that hinder the realization of pedagogical practices. The initial and continuous training was another much comment aspect by the teachers, who suggested there should be more discussions on the theme, and who were motivated and interested in participating in training regarding these subjects. Still, we have seen that some teachers carry inclusive practices in their Math classes, although we recommend that more actions for initial and continuous training should be nurtured, and school support should be more effective for both the teacher and the student.
Acesso aberto (Open Access)
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.

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