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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Item 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/0000-0001-6242-582XOne 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.Item Acesso aberto (Open Access) O modelo referencial da linguagem na tradução-interpretação da linguagem matemática pelos surdos usuários da Libras(Universidade Federal do Pará, 2019-03-28) COSTA, Walber Christiano Lima da; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478This thesis presents a study about the use of Referential Model of Language in the translation-interpretation of mathematical language by the deaf users of Libras. This study aims to: inves- tigate the influences of the use of the Referential Model of Language by deaf students in the learning of mathematics; analyze the translation processes of deaf students in mathematics classes; investigate the language games in the use of several languages in the context of the learning by deaf students. To this end, we rely on some concepts of Wittgenstein's philoso- phy, as well as on mathematical educators who join hisideas to think teaching and on authors discussing inclusive education. We support the hypothesis that, when translating mathemati- cal concepts into Libras, deaf students make use of the Referential Model of Language, which reach for the word-for-word translation or signal word. And our thesis is: the referential use of language prejudices learning in mathematics by deaf students, since it’s been noticed that deaf students make translations that do not express the meanings of the mathematical text. We conducted a field research in two cities in the State of Pará, with a total of 13 deaf students, four at one school and nine at a second one. For data collection and analysis, we have created a class with deaf students in each school. We chose to build up such classes because of our focus on deaf students and their translations. Considering the qualitative approach, we realize that deaf students use the literal translation that stems from the Referential Model of Lan- guage, in other words, a word-sign translation, making them unable to understand mathemati- cal concepts. By employing it this way, deaf students use a language game that is not what the teacher proposes in the classroom. And this corroborates to a scenario of exclusion, which would goagainst the ideas of inclusion,fair education and quality to all. We assume that lin- guistic differences often cause disturbance, since there are still scenarios without the presence of fluent teachers in Libras and no professional translator-interpreters and, along with the use of referentiality, end up bringing even more difficulties to the deaf. We have noticed in the field research that even deaf students in more advanced grades experience difficulties in the translation-interpretation of mathematical texts, what evidences the harm that this Model brings to the learning, in mathematics, by deaf students.