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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Agora exibindo 1 - 6 de 6

Acesso aberto (Open Access)
A calculadora científica na transição de artefato a instrumento: uma abordagem instrumental nos cursos de engenharia
(Universidade Federal do Pará, 2016-12-16) SOUSA JÚNIOR, Mario Alexandre de; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
The present study investigated the use of the scientific calculator in the transition from artifact to instrument in the study processes around the Differential Calculus of the first semester of Civil / Electrical / Mechanical Engineering courses at a private university in the city of Belém-Pará. The activity analyzed was designed to provide the use of the Casio fx-82MS scientific calculator. The research took the form of a case study. To achieve this objective, a workshop was first proposed to evaluate the students' experience in using the calculator and, a posteriori, to apply activities involving Differential Calculus and from the point of view of Instrumental Genesis in order to establish its role In a process of construction of knowledge, so the results were analyzed to the Situation (s) of Instrumented Activity (s) - SAI, in order to analyze actions of instrumentation. Based on the activities, we observed that the majority of undergraduates did not know the scientific calculator and its resources until the realization of the workshop, getting to know it during the activities as they appropriated their resources to carry out the activities of notions of Calculation Differential, potentiating it from artifact to instrument.
Acesso aberto (Open Access)
Uma cartografia das sexualidades: entre linhas e mapas dos afetos na escola
(Universidade Federal do Pará, 2016-11-16) SANTOS, Helane Súzia Silva dos; BRITO, Maria dos Remédios de Brito; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
Sexuality is a classic theme, on the theme there are several studies with different theoretical perspectives. In this thesis, which is found between nonuniversalizing lines, it is present. It is argued that sexuality is thought of as a desiring machine, drawn by flexible, molecular and escape lines, which fissure the segments consolidated by the school machine, configuring leaks, resistance processes, as well as an aesthetic and a politics of existence, That in-between spaces of the school empower other ways of feeling and becoming. It is understood that desire is not lack, but production, creation, invention; Being crossed by social fields and processes of individuation. For the study, it is questioned, how do the bodies experience the sexualities in the inter-school space? The main objective of the study is to experiment with a mapping of sexualities in and between school spaces that enhance other modes of existences beyond identity forms. The study was inspired by the Philosophy of Difference of Deleuze and Guattari, taking them as creative intercessors of readings and thought. The philosophy of these authors is a trigger for ideas. Pragmatically this thesis part of encounters with persons, literature, images, narratives and with the scholar every day in it`s different movements (classrooms, recreation areas, scholar walls surroundings) on basic education institutions at Belem do Para, crossed by the sexuality theme. From those encounters/strengths, are made the sexuality cartography that cross and are crossed by affections. The cartography, being here understood as a procedure, or even, as a composition plan, that`s made by the openings, by intensity zones .Isn`t searched a script as priority that offers a straight path for the test; the cartography gets in a field of virtuosities, because the existing ways configure intensities and movements that are built by assemblages. It`s behaviors are on encounters/affections and it strengths. Those impose quality potency on movements, that are from heights (affections/encounters) and lengths (speed movements, slowness and rest). Open sexuality maps configure the imagegraphys and narrographys that fissure the scholar space putting sexualities as desiring bodies‟ movements. The text invites the readers to enter by the openings and make their own (de)compositions, making others possible vitalities in relation with the sexualities on the scholar under-space.
Acesso aberto (Open Access)
CTS no contexto do novo ENEM e do ensino de química
(Universidade Federal do Pará, 2016-10-07) SOUZA, Jorge Raimundo da Trindade; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970; https://orcid.org/ 0000-0001-8363-8971
The National Secondary Education Examination (ENEM), established in 1998, has become, over the years, the main process of evaluation of Basic Education in Brazil, projecting itself as an important element of dissemination of new educational values. The concept of evaluation incorporates a proposed evaluation of the development of skills and core competencies to the full exercise of citizenship, one of the STS approach objectives, through interdisciplinary items involving secondary education subject knowledge, in which chemistry is inserted. In this context, this qualitative research aimed to analyze, based on the assumptions of the STS curriculum perspective, the relations between the skills and abilities (C & H) of Natural Sciences and their ENEM Technologies (CNT) with questions associated with Chemistry education of this examination in the period 2009-2015 (new ENEM) and the factors that influence these relationships. The exploratory reading of documents and scientific papers on the Enem and on STS, as well as my teaching experience, allow me to infer, a priori, the existence of some level of approximation between the STS focus on documents and Enem questions. This perception instigates me to research how and to what extent this occurs. Therefore, we investigate how occur the approximations between the theoretical assumptions of the STS approach with the CNT competencies and skills and the questions associated with the teaching of chemistry applied in the new Enem. For this, we must ensure that the competencies and abilities have associations with the theoretical assumptions of the STS perspective, in addition to analyzing the content and structure of the questions associated with the chemistry teaching, examining whether and how it occurred to approach these issues with the STS educational perspective principles and what conditions determine the mediation of this proximity relationship. To obtain the information it was used three data collection techniques: observation, verification of official documents of the Brazilian education and analysis of questions applied to the new ENEM. As question analysis tool it was used the Textual Analysis Discourse (TAD). Excerpts from interviews with teachers question makers from UFPA were utilized to support the discussions of the results obtained. The results showed that whereas C & H Natural Sciences and their Technologies have a strong association with the assumptions of the STS educational perspective, the new 11 ENEM questions present approximation at different levels from the theoretical framework of the STS approach. The results also showed that among the 156 analyzed questions, and which are associated with the teaching of Chemistry, those with the highest occurrence are those that do not provide this approximation. We conclude that the affinities between the natural sciences competencies and skills and their Enem Technologies with the issues associated with the teaching of chemistry for this examination, in relation to the STS approach, occur insufficiently for various reasons, and factors such as for example, the educational model in Brazil, the traditional formation of teachers question makers and the little understanding of this curriculum conception converge for this lack of concordance. Although it is evident the need for greater linkage of the questions with the STS approach, this research seeks to provide contributions to a more meaningful chemistry education and provides a detailed analysis of the Enem chemistry items, aiming to subsidize the construction of questions with knowledge that get closer to the STS educational perspective, which constitutes a strong current trend in the teaching of Chemistry and Natural Sciences.
Acesso aberto (Open Access)
Desenvolvimento de habilidades cognitivas em um curso de férias: a construção do conhecimento científico de acordo com a aprendizagem baseada em problemas
(Universidade Federal do Pará, 2016-08-26) COELHO, Antonia Ediele de Freitas; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
The present study deals with on the Cognitive Skills manifested by a group of six teachers participants in a Vacation Course, occurred in the city of Belém (PA), which uses methodologies that seek to encourage more active participation of its course participants, by means of the realization of practical activities grounded mainly on Problem Based Learning. Thus, it was aimed to analyze which Cognitive Skills levels manifested by teachers to solve a real problem, while conducting investigative experimental activities and also in moments of socialization of their findings. Seeks to also ponder over the questions elaborated by the monitors and its intrinsic relationship with the Skills expressed by the teachers group. The research is characterized as qualitative, using features such as field diaries, video recordings, with subsequent transcription of participants' speech to its constitution. To establishment of the categories of analysis was used the Zoller ideas, which proposes that the Cognitive Skills can be evidenced according to the low or high level of cognition, achieved by means of the resolution of a problem, being denominated Algorithmics, Lower Order Cognitive Skills and Higher Order Cognitive Skills, these categories are identified here in five levels proposed according to their characterization. The questions elaborated by the monitors are also classified in four levels categorized according to the proposal for Suart. Thus, the analysis are composed of two problematic situations that were selected according to the data collected with the research. During the analysis performed in each of the episodes considered most prominent, it was possible to identify that the cognitive skills developed by teachers relate directly to the link identified in the monitor-course participant relationship and also course participant-course participant since cooperation present during moments of realization of the activities proposed in the course contribute significantly to achieving the highest levels of cognition, as well as high levels of formulating questions, given that in many situations the teachers make use of existing discourses in previous discussions by the team or seek help by means of the constant inquiries carried out by the monitors. Based on this research, can be identified that the use of investigative experimental activities contributes significantly to the development and manifestation of high-order Cognitive Skills. The activities developed in this Vacation Course approximate the objectives presented by Based Learning Problems and is perceptible at different moments the manifestation of N4 and N5 skills levels of cognition in the participating teachers.
Acesso aberto (Open Access)
Educação matemática em uma classe hospitalar: relações, enredamentos e continuidades
(Universidade Federal do Pará, 2016-11-23) CAJANGO, Eunice Maria Figueira; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
The core element of the research emerged from the idea of having a look at the scenario which composes the context of education in hospital environments, to investigate if actions related to mathematical education in hospital classes may or not contribute to the well-being of the pupils, as well as favor the continuity of studies after or even during the medical treatment. The research has embodied cognition, from Luis Radford’s perspective, as the theoretical reference. The adopted methodology is the qualitative approach, and the data were collected during math education activities and interviews which took place at a Support House for people undergoing medical treatment in Belém/PA, with nine students whose age range from eleven to fifty-seven years old, and whose schooling ranges from Elementary Education to High School. The data were registered on notes in a field notebook, audio files and videos of the developed activities. There were also interviews with parents, students and teachers, with the aim to collect information about part of the trajectory of each observed student. The data discussion is structured in order to cover two aspects: the importance of the dialogic relationships shaped up in the class environment for the well-being and the involvement of the participants throughout the educational process, and the embodied formation of knowledge shown by the students in relation to the suggested themes. The presentation of the results is divided into two themes: compositions referring to basic geometry and significations as regards standard measurements for length and distance. The final considerations confirm the importance of the teacher’s attendance on students undergoing health treatment, in order to cooperate in the guarantee of the continuity of the educational process. We also understand that there is reliable evidence of the importance of activities that presume embodied aspects while mathematical knowledge is being constituted. We highlight the need to strengthen the partnership between university and hospital education environment, aiming to conduct researches that contribute to widen and strengthen the discussion about public policies for scholars in this situation. Lastly, we suggest the proposition and development of investigation about the educational processes at schooling units that receive pupils during or after health treatment, in order to embrace reflections on inclusive perspective of democratic and universal access to the educational system.
Acesso aberto (Open Access)
A institucionalização do ensino odontológico na Escola Livre de Odontologia do Pará: dos “sacamuelas” aos cientificistas (1911- 1920)
(Universidade Federal do Pará, 2016-07-07) LIMA, Marcelino Carmo de; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
The Escola Livre de Odontologia do Pará (Free School of Dentistry of Pará) was created in 1914, with objective to disseminate modern dental education. It was founded by surgeonsdentists, doctors and pharmacists who occupied important positions in the political and institutional structure of the State. The objective of this research is analyze the conditions of dental education institutionalization in the Escola Livre de Odontologia do Pará. The research locates between 1911 and 1920, because it embraces a period in which changes were introduced in the regulation of the dental practice, through the creation of the School, until the moment she fits to national rules laid down for the Faculties, in which the since then became Faculdade Livre de Odontologia do Pará (Free College of Dentistry of Pará). In the research we tried to analyze: the antecedents of the creation of the School; the relationships in dental practice in Pará; the resistances in the process of introduction of new dental practices. For this, the school curricula were analyzed, the registers of the Congregation and discourse of teachers and rulers, etc. Research has shown that before the creation of the School had dentists and practical dentists, who worked at the local dental field. These groups competed for the monopoly of dental practice in Pará. The dentists sought to expand areas of modern dentistry in the midst of society. They argued that their dental practice was scientific. They did use speeches that disqualify the practical dentists. With the creation of the Escola Livre de Odontologia was promoted dental education in the region, aimed at expanding the number of health professionals trained in the order of modern discourse, ie, graduates in scientific discourse. The school sought to expand the space of modern dentistry in the middle of the local population, creating the clinic dental care, which intended to provide dental surgical services free the soldiers of the Military Brigade, interns of the Hospice for the Insane and students from public schools in Belém.

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