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).

Navegar

Agora exibindo 1 - 4 de 4

Acesso aberto (Open Access)
Competências digitais de futuros professores: o papel de intervenções pedagógicas para a alfabetização científica e tecnológica
(Universidade Federal do Pará, 2024-05-03) FLORÊNCIO, Felipe Jailson Souza Oliveira; ELIASQUEVECI , Marianne Kogut; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687
The present investigation is situated within the context of the need to prepare undergraduate students in initial teacher education as future educators for the early years of basic education or for youth, adult, and elderly education (EJAI). This preparation aims to equip them to address the demands of contemporary education, which require both the use of digital technologies and mastery of scientific and technological concepts. Beyond improving the use of technologies, this preparation should also foster critical thinking and citizenship education. Thus, the objective of this dissertation was to analyze how pedagogical interventions can promote the development of digital competencies among future teachers in an integrated manner with scientific and technological literacy. The research methodology involved a pedagogical intervention carried out in the first semester of 2023 during a teaching practicum with first-year students of the Integrated Teacher Education Program in Science, Mathematics, and Languages at the Federal University of Pará. This intervention was conducted within the scope of the course “Pedagogical Technological Resources I,” a mandatory curricular component of the program. The intervention comprised three stages: 1. Diagnostic Assessment: identified students’ socioeconomic profiles and their habits regarding digital technologies. 2. Self Assessment: allowed students to reflect on their levels of proficiency in digital competencies based on an adapted framework of the European Framework for the Digital Competence of Educators (DigCompEdu). 3. Activity with the educational product "Science in Question" (Guedes, 2021), a card game designed to foster discussions on the relationship between science, technology, and society. Among the main findings, it was observed that the class consisted of students from diverse age groups, with low household income and limited access to digital technologies. The most commonly used device was the smartphone, primarily for entertainment and communication rather than academic purposes. However, there was an expressed interest in developing digital competencies for educational purposes, such as creating presentations, writing scientific papers, and using digital tools in the classroom. The pedagogical intervention contributed to the development of indicators for students’ scientific and technological literacy, based on the integration of the game’s thematic axes with the structural axes of scientific literacy. Furthermore, the primary outcome of the study is the proposal of an integration matrix linking proficiency levels in digital competencies with indicators of scientific and technological literacy. This matrix is intended to assist educators in designing theoretical practical activities when planning pedagogical interventions. The research highlights the importance of considering students’ socioeconomic contexts in the planning of pedagogical interventions and emphasizes that developing digital competencies, integrated with scientific and technological literacy, is essential for the training of future teachers. The dissertation follows a multi-paper format (or multiple-article format), comprising four scientific articles, each focusing on a specific objective of the investigation.
Acesso aberto (Open Access)
A filosofia da linguagem de Wittgenstein nas pesquisas do grupo de estudos em linguagem e educação matemática da UFPA
(Universidade Federal do Pará, 2024-06-17) BARATA, Rouzicleyde Castelo; SILVA, Paulo Vilhena da; NUNES, José Messildo Viana
This research aims to present aspects of the development of the Study and Research Group on Mathematical Language (GELIM) in its first fifteen years of existence (2007 to 2021), a period in which it was led by its founder Marisa Rosâni (1957-2021). Established in the North of Brazil, the group has dedicated itself to the application of linguistic theories to the teaching of mathematics, taking into account regional particularities. Linked to the Postgraduate Program in Sciences and Mathematics at the Federal University of Pará (UFPA), the group focuses on the study of language, based on Wittgenstein's Philosophy of Language, focusing on understanding the use of language in the context of teaching and learning mathematics. Recognizing the importance and pioneering role of GELIM in studying and applying philosophical linguistic concepts in the school environment, this research proposes the hypothesis that the study group can contribute significantly to the field of mathematics education in the Amazon, raising the following question: How were Wittgenstein's Philosophy of Language approaches reflected in the research productions carried out by GELIM within the scope of UFPA? In order to verify this question, we sought to analyze how the concepts of the Austrian philosopher were articulated in the academic productions of the group in the first fifteen years of its existence. Specifically, we intended to investigate how the definition and application of Wittgensteinian concepts contribute to the constitution of the meanings of mathematical concepts, as well as to classify the academic productions of the group according to the main concepts adopted. A bibliographical research was carried out based on the theses and dissertations published in the referred period, using Bardin's discourse analysis method with interpretations based on the reference used by the group. It is presented that GELIM pioneered philosophical concepts such as language games, use of rules, translation, seeing and seeing as, and ostensive gestures for research in the mathematics classroom. It highlights the importance of placing language as a central point in the process of teaching and learning mathematics, as well as language games, in addition to considering that language games are the guiding thread in the group's research. It is emphasized that the teacher plays a fundamental role in conducting teaching, because, by knowing the appropriate linguistic rules according to the context, he or she can be more assertive and able to resolve misunderstandings. The awareness that language constitutes an essential tool in the educational process is equally fundamental. Thus, it is considered that the proposed objectives were achieved, by highlighting GELIM's contributions in the field of mathematics education, in addition to organizing a compendium of publications and the most relevant aspects of the group, which already has a vast history of action and contribution.
Acesso aberto (Open Access)
Geometria analítica nos livros didáticos: uma análise do modelo epistemológicos dominante para o ensino de cônicas no ensino médio
(Universidade Federal do Pará, 2023-08-04) BORGES, Thays de Souza; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
The objective of this work is to carry out an investigation into high school books from public schools in Pará, in order to identify the dominant epistemological model in exposing the content of analytical geometry, in particular, the study of the geometry of conics, taking it yves chevallard's (1999) anthropological theory of didactics (TAD) and the reference epistemological models developed by Benito (2019), in his doctoral thesis, were used as reference. The adopted methodology was the bibliographical qualitative research. The choice of books was made according to their acquisition in the public network and based on the National Textbook Program (2020). We also seek to carry out a survey of scientific studies, such as those of: Macena (2007), Oliveira (2011), Siqueira (2016) and Jesus (2017), to understand how the learning of conic figures develops in High School . Regarding the performed analyses, we identified that although there is a distinction between the authors' predilection regarding which geometry to work on teaching and learning conics, analytical geometry stands out in relation to synthetic geometry. It is thus concluded that the content on Conics still receives a very algebraic treatment in basic education.
Acesso aberto (Open Access)
Práticas socioculturais de comercialização na formação intercultural indígena do Oiapoque-Amapá: resistências e mudanças frente às amarras da colonialidade.
(Universidade Federal do Pará, 2024-03-22) LEITE, Maria Adriana; SOUZA, Elizabeth Gomes
The socio-cultural practices of commercialization among the indigenous peoples of OiapoqueAmapá are shaped by the socio-cultural traditions of indigenous communities and have been adapted over the years. In this regard, this work offers reflections on the socio-cultural practices of commercialization among indigenous academics of the Indigenous Intercultural Teaching Degree Program at UNIFAP, Oiapoque-Amapá. The aim is to problematize the socio-cultural practices of commercialization among the indigenous peoples of Oiapoque-Amapá within the scope of teacher education, which has been operationalized in the face of the shackles of coloniality. Through the voices of indigenous individuals in training in the intercultural indigenous teaching degree program, I present accounts of commercialization practices highlighting the influences of coloniality that permeate various activities in their communities. In this work, coloniality is understood as the continuation of the propagation of colonial thought, expressed in various dimensions of social life through dominant relations of power, knowledge, and being, which are present in various forms and in the discourses reproduced daily in society. Methodologically, the research adopts a decolonial approach that does not propose a universal method but points to epistemological possibilities in the methodologies used by researchers. Thus, the adopted methodology sought to build knowledge collectively, attempting to bring forth the voices and visibility of the peoples, valuing their knowledge, experiences, and perspectives. From the reflections shared in this work on the socio-cultural practices of commercialization among indigenous peoples in training at UNIFAP, it is evident that although indigenous peoples have been influenced by colonialities that permeate their lives, they still resist the forms of domination of certain patterns of action in commercialization practices and their exchange relations caused by the dominant Western culture.

Navegar

Navegando Programa de Pós-Graduação em Educação em Ciências e Matemáticas - PPGECM/IEMCI por CNPq "CNPQ::CIENCIAS EXATAS E DA TERRA"