Teses em Educação em Ciências e Matemáticas (Doutorado) - PPGECM/IEMCI
URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/3775
O Doutorado Acadêmico pertence ao Programa de Pós-Graduação em Educação e Ciências e Matemáticas (PPGECM) do Instituto de Educação Matemática e Ciêntífica (IEMCI) da Universidade Federal do Pará (UFPA).
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Item Acesso aberto (Open Access) Compreensão de professores de matemática sobre números fracionários(Universidade Federal do Pará, 2012-08-31) DIAS, Josete Leal; ESPÍRITO SANTO, Adilson Oliveira do; SILVA, Francisco Hermes Santos da; http://lattes.cnpq.br/3912906225739008This research is a review of its objectives in terms that how mathematics teachers fractional numbers in order to make it a significant knowledge to the student. From the review of the literature on this subject of education I chose to confine this study in two ways: one where endogenous bring the contributions of Kieren (1976) and Nunes et al (2003) including fractional numbers from the part-whole meanings, number, multiplying operator, measure and quotient. These meanings were taken from Vergnaud (1990) as a set of situations that give meaning to the concept of fractional numbers. Another exogenous through the contributions of sociology of knowledge according to Fleck (1976) and cultural mathematics by Alan Bishop (1990). These two routes were selected in order to answer: What teacher`s Mathematics understanding manifested when facing a set of situation involving fractional numbers? The study included twenty-one teachers from public and private with more than three years experience in the sixth year of elementary school. The study involved the application of a diagnostic test with at least two sections for each participant containing fifteen questions involving the meanings of fractional numbers above posts. Data were analyzed from the categories: invariant surgery, the five meanings, communicative dynamics. As a result it was possible to indicate that participating teachers understand fractional numbers from the part-whole meanings and multiplicative operator, and the communication of the Exoteric Circle (the professors) than the Esoteric Circle (academic productions) thereby enhancing the communicative dynamics that by intracoletiva turn does not help the school in general, and pedagogical practices in particular, the development of values such as openness to teaching Mathematics.Item Acesso aberto (Open Access) Percepções de professores sobre repercussões de suas experiências com modelagem matemática(Universidade Federal do Pará, 2012-09-21) CHAVES, Maria Isaura de Albuquerque; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071The present research was developed, having as the object of investigation the teaching knowledge, looking for relationships between the involvement of teacher with experiences in Mathematical Modeling and their respective professional developments. The research focused on the teacher perceptions about the repercussions of this involvement in teaching actions. Nine teachers participated of this research, all with experiences of Modeling for teaching Mathematics, obtained in courses of continued education and probation in graduation. Data referring to this research of qualitative nature and phenomenological inspiration were originated and constructed, based on teachers descriptions about they perceive the changes occurred in their practices at classroom, after involvement with Modeling. The analysis of data by means the relations between the theoretical picture of Modeling, of Tardif and Gauthier teaching knowledge and of Schütz phenomenological sociology, revealed that the teachers perceive the repercussions of their involvement with experiences of Mathematical Modeling in their teaching knowledge, synthesized in the incorporation of characteristics of this process in situations of teaching in daily practice. Questioning the traditional teaching of Mathematics and perceiving the repercussions of the Modeling process in the attitudes of students, teachers create the favorable conditions to the movement of teaching experiences with Mathematical Modeling for the classroom practices.Item Acesso aberto (Open Access) Metamorfoses de formadores de professores na educação em ciências modificando práticas na prática de formação docente a distância(Universidade Federal do Pará, 2012-11-13) PINHEIRO, Jackson Costa; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513This qualitative research on narrative approach is regarding to experiments of changes in the practices of teacher‟s trainers (amongst others the researcher is included) lived and narrated in a degree in Biological Sciences, developed in the distance at a public federal University. This course presents a decentralized operating structure with classes offered in the municipalities-poles of Marabá, Oriximiná and Capanema, in the period of the research, and coordination headquarters in Belém. The goal that I pursue in this research is to investigate in which terms differentiated experiences of distance learning practices influence in order to improve the face-to-face training practices in education in science. The thesis that I propose is designed on the understanding that differentiated experiences of training teachers of Science/Biology, lived in resistant contexts to traditional models of action/training, tend to catalyze processes of auto-organized changes in the practices of the trainers, reflecting on different levels and types of education concerning the current parameters of education in science. The construction of the empirical material in the municipalities-poles occurred in two stages: a) Meetings in Study Groups and Training (SGT) constituted with teams of trainers in three municipalities-course poles, whose interactions were recorded on audio and video equipment with 10 hours average duration of footage per group. During the meetings in the SGT I set as criteria for the selection of subjects, whose voices were the thesis report, the vocational training in the area of biology and the high level and frequency of reflective demonstrations during the interactions in SGT, from which I selected 09 trainers, b) Semi-structured interview with 09 subjects, recorded on audio equipment with an average duration of 50 minutes per subject. At the headquarters of the course the empirical production was restricted in conducting of semi-structured interviews with two subjects selected according to the high frequency of spontaneous demonstrations about changes in their training practices; being recorded on audio equipment each interview lasted on average 50 minutes. The empirical material was organized into three fields of narrative attraction identified in convergence axes relating to self-knowledge, self-organization and emerging educational practices parameters in science education, which led to the three sections of analytical research. The analysis of this narrative content reveals the emergence of movements of changes in the practices of the trainers, who were mobilized by experiences of collaborative work in search of possible responses to issues set in indeterminate spaces of the training practice. In General, these experiences are valued by subjects in the degree focusing as elements of personal and professional development, either because they are evidence of the limits of their perceptions and practices of teaching/training, or the need to overcome the positivist origins of their professional training, located in the perspective of teaching as a technical activity. Overcoming the technical conception of forming science teachers toward changes in the practices of the subject involves, among other things, the strong proximities between the school and the University in terms of most trainers of mentoring teams also act as teachers of Science/Biology in basic education, which makes investment a priority in shaping the science teacher. These aspects interact on mutual inclusion in search of a new professionalism and in-process construction of an epistemology of reflective practice as fundamentals of auto-organized changes in the practice of trainers of science teachers.Item Acesso aberto (Open Access) A noção de tarefa fundamental como dispositivo didático para um percurso de formação de professores: o caso da geometria analítica(Universidade Federal do Pará, 2012-12-13) ANDRADE, Roberto Carlos Dantas; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337This research addresses the praxeological problem of the math teacher and the teaching profession from the perspective of teacher education through the confrontation of the phenomenon of disconnection between themes, sectors and areas of study of mathematics in primary school. It is part of the Epistemological Research Program in Didactics of mathematics, more precisely in the context of Anthropological Theory of Didactics, whose subsidies allow us to propose the concept of Fundamental Tasks based on the study of types of effective tasks which is capable of articulating and justifying other tasks, constituting a starting point and convergence between these and other tasks concerning the reconstructions of mathematical organizations for the study and teaching in basic education. In this sense, we set the following question: in what way a route search and research involving Fundamental Tasks can be a device methodological formation of teachers? In response to this question, from the experience in a Community of Teachers‟ Practices in a public school, with the study of Plane Analytic Geometry, under specific institutional conditions and restrictions, which point to Fundamental Tasks as a didactic device capable of triggering and encouraging to face the problem of disarticulation, as well as providing a pathway for Studies and Research as a Way of Continuing Education of mathematics teachers in the effective exercise of the profession.Item Acesso aberto (Open Access) A formação inicial de professores de matemática em atividades investigativas durante o estágio(Universidade Federal do Pará, 2013-02-08) LEVY, Lênio Fernandes; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668This investigation occurred in the context of teaching formation in Mathematics, with Licensing students as teachers. These teachers were students who take part in a major subject called Advised Stage IV (focused on high school teaching) at Federal University of Pará (UFPA). Discussions about researcher-teachers and research projects elaboration occurred in meetings of planning during Advised Stage III, in the previous semester. In these meeting, we also discussed with invited speakers about: (i) trends in Mathematics Education; (ii) teaching evaluation; (iii) Mathematics Didactics and (iv) “investigation-in-class” projects. Such speeches constituted helpful and motivation sources for Licensing students, rather than suggestions of objects for students to investigate. Speeches exhorted students for reading journals, books and texts available on the internet, etc., focusing theoretical and methodological issues to research about didactic intervention. Students “researched about their teaching practice” in a laboratory-school, where they disposed of agreement of the school community. In turn, the author of this thesis, teacher of subjects Adviced Stage III and Adviced Stage IV, students' adviser, analyzed their research. More specifically, the author searched to answer [through qualitative analysis of: (i) dialogues; (ii) oral narration; (iii) semi-structured interviews; (iv) observation/perception; (v) (written) research reports elaborated by students; and (vi) students' responses to a semi-opened questionnaire] to the following question: “which aspects of research practices rebound in the constitution of the identity of Mathematics teachers under formation?”. Advised stage, Teaching research & Identity of the (future) Mathematics teacher were, in a complex perspective, central elements in this research. The objective was “to investigate the constitution of Mathematics teachers under formation in the realization of research activities during advised stage”. We concluded, on the occasion of the practical phase of this doctoral research, that “there was repercussion of aspects of the research practices as much in the constitution of the particular / individual dimension as in the constitution of the general / formal / conceptual dimension of the professional identity of each subject / student analyzed”.Item Acesso aberto (Open Access) A matemática do sensível pelas mãos do artesão: marcas da aprendizagem matemática e da cultura material dos ceramistas de Icoaraci(Universidade Federal do Pará, 2013-02-14) FIALHO, Roberto Paulo Bibas; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967; SILVA, Francisco Hermes Santos da; http://lattes.cnpq.br/3912906225739008This thesis addresses the discussion of mathematical reasoning expressed in the knowledge / craftsmen potters of Municipal District of Icoaraci (Belém/ PA), toward an understanding of cognitive and cultural practice, the contributions to abstract mathematics education - knowledge in the area which includes, especially in mathematics education. This last worked, the thesis aims to analyze the reality of the subject by Conceptual Fields Theory, the mathematical educator Gérard Vergnaud, which develops in line with constructivist studies, education of the psychologist Jean Piaget, enabling approach in everyday practice of the craftsman, its conceptual fields, the possibility of the existence or not of theorems and concepts-in-act, a fact that will verify or not the essence or 'mathematics' of educational studies by mathematicians worked ethnomathematical, educators, mathematical modeling experts, sociologists, mathematicians and archaeologists. The epistemology of mathematics education, philosophical discipline, there is guiding this understanding of mathematical reasoning, mathematics through the sensitive, who finds its origins in ancient Greek ideals through the pythagorean, platonic and aristotelian, extending this view to the mathematics of the present world. Thus, the thesis seeks to explain the manifestation of a mathematical reasoning by the artisan, who in his predominantly do not know and / or does not use academic or formal mathematics, as evidenced in other studies. This presence or absence of mathematical understanding will be found through ethnographic and qualitative approach, under the phenomenological approach, using techniques of observation, field notes, interviews and cultural inventory in order to analyze the existing representations in their work and doing / thinking expressed in this production.Item Acesso aberto (Open Access) O conhecimento matemático-didático do professor do multisseriado: análise praxeológica(Universidade Federal do Pará, 2013-05-03) SILVA, Reginaldo da; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033This research investigates the construction of mathematical praxeologies held by a teacher in a multigrade class, fourth and fifth years of elementary education in a Municipal Public school from the Espirito Santo Community, belonging to the City of Santa Maria do Pará. This paper demonstrates, through the transposition of mathematical praxeologies of the didactic books from the serial classes to the multigrade classes, the values of the epistemological and institutional variables that conform the milieux of the teacher in the Internal Didactic Transposition, in view of conditions and restrictions on teaching in multisseriate institution. This transposition of praxeologies that occurs in the multigrade classes environment is identified as a teacher problem, when the epistemological dimension added, constitutes beneath the frame of the Anthropological Theory of Didactics in didactic problem. This research is qualitative in nature, an ethnographic approach adapted to education in line with Lüdke and Andrew. The analyzes show the values of variables and the relationship between them in the reconstruction of mathematical praxeologies in the "text to know" and the management of these in the classroom, but also show the reflection of the teacher in the first phase of Internal Didactic Transposition, on the second phase of Internal Didactic Transposition and vice versa. The analyses are constructed based on elements of the Anthropological Theory of Didactics and teaching on praxeology model, which constitutes an important element in the analysis to identify the values of the epistemological and institutional variables that shape the milieux of the subject teacher of the research in the two phases of Internal didactic Transposition, the evidence of didactic problem and the feedback that occurs between these blocks of variables and their values, which shows the construction of mathematical knowledge-didactic of the teacher.Item Acesso aberto (Open Access) Representações sociais de aquecimento global por professores de ciências(Universidade Federal do Pará, 2013-06-07) SANTANA, André Ribeiro de; NAKAYAMA, Luiza; http://lattes.cnpq.br/3771896759209007Through the present study sought to characterize social representations of global warming for science teachers (Biology, Physics and Chemistry). Applied 70 questionnaires and interviewed 10% of target. The results showed that 97% of respondents blame man for global warming. However 50% of this amount portrays him as both a victim of climate events usually represented catastrophically. The media strongly influence these social representations, therefore claiming long working hours, my informants’ base their knowledge on the content of news magazines and TV programs; only 6.8% reported doing the same interactions with their peers in the school. Three peculiarities characterized allusions to reality Amazon: extreme emphasis on human dependence on the natural environment; associations of the manifestations of global warming with the forest and the waters; distancing weather events impacting and tragic. When approached everyday belenense global warming was associated with the phenomena with which it is possible to live: intensification of rainfall and heat. In terms of anchoring, were associations of global warming with the ozone layer, greenhouse gases and air pollution. Regarding the objectification, global warming was presented as planetary-scale ecological imbalance, and 21.4% of my informants perceive as punitive response of Nature to human actions. One thought was consensual: there is no cease global warming, but environmental education focused on the preservation of the environment helps to mitigate, stabilize and live with their demonstrations. These understandings are part of everyday school specific forms, as evocations of examples in program content related to global warming, or heights of projects. This understanding remained in Central Nucleus of social representations of global warming, as opposed to the option and arguments related to human action. Among the categories members of the peripheral system, lack of awareness, extensively linked to human action, was positioned near the central as well as deforestation, category more often, and burned, both accounting for most of the associations of the Central Nucleus reality Amazon. Lacks noteworthy that, like all social representations, the global warming constitute ways of dealing with reality, guiding communication processes, aggregate relationships and strengthen the cohesions of a social group, in my case, consisting of science teachers. These factors associated with knowledge "ecologizados" fragmented and superficial the specifics of global warming can justify improvement initiatives initial training and ongoing, which may be promoted continuously, at school through the pedagogical coordination. Accordingly, in addition to content updates, instigate urges science teachers, respecting and their experiences with the exercise of reflection on scientific knowledge and the media, something that could impact the way we perceive, think and deal with the global warming mentioned by my informants.Item Acesso aberto (Open Access) Formar para diferenciar professores do século XXI: explicitando o (im)previsível em Licenciaturas em Ciências Biológicas(Universidade Federal do Pará, 2013-08-16) PINHEIRO, Sheila Costa Vilhena; ARAGÃO, Rosália Maria Ribeiro de; http://lattes.cnpq.br/5651914385447486The present study aimed a qualitative narrative research approach in order to understand teachers and student teachers‟ ideas and perceptions on theoretical methodological and epistemological aspects which are considered as indicators both scientific and pedagogical for XXI century differentiation on the territory of a dual Degree in Biological Sciences. The locus of the research was a federal public university in the State of Para where such duality is formed by two interfaces located in the training methods of „facing‟ and „distance teaching‟ which have education science teachers as an axis of intersection. The „facing teaching‟ is centered at classroom in Belem city, and the interface 'distance teaching' is offered in decentralized municipalities poles called Maraba, Capanema, Oriximina and Parauapebas. Faced with the challenge of understanding the complexity of those diverse teaching contexts and their visual boundaries at present, I maintain as parameters to differentiate both scientific and pedagogical training of science teachers in the XXI century some issues as diversity, flexibility and innovation, theory and methodological ideas, as well as propositions and teaching practices in transformation. There were some differentiation criteria for selection of research subjects, therefore, I could select 10 students (5 and 5 concerned „facing‟ and „distance teaching‟) coming from the high level of activity during reflexive manifestations of a discipline of teaching in, in which the researcher was also forming, and by his turn 07 formers (3 working in „facing‟, 3 in the „distance teaching‟ and one working in both) were selected based upon a network system by already educated teachers and also by indications of their own pairs since the differentiation criteria of their performance as a teacher-trainer. The design of the research was configured by an isomorphic treatment object, objectives and subjects, however, the uniqueness of each of the interfaces of facing context and distance prevented the isomorphism in terms of the production of empirical material that required procedural methodological differentiation for each interface. Thus, the empirical production on all teacher trainers held by semi-structured interview lasting on average 50 minutes moreover only trainers interface distance registered by filming six planning meetings and continuing education to focus groups. In relation to the students, the empirical production was made by filming their practices and interactions in a classroom teaching activities, moreover semi-structured interviews lasting on average 50 minutes. The organization is built on empirical search for recurring to issues in the speech of the subjects that shaped flow analytical emphases expressing indicators of differentiation, namely: a) Personal and Professional Values, b) Emerging Conceptions about Teaching and Learning Sciences and, c) Practical Training. Narrative analysis of these flows enabled the ideational explanation of principles of differentiation in teaching science education shared among individuals, which can be expressed in key ideas and openness to change, teacher identity in context, emotional intelligence, love for the students and for their own practice, dialogue with the people and with the world, ethical-political commitment and act between risks and uncertainties. Towards these principles, it is necessary to construct changes in the traditional conceptions of teaching and learning questioning the teaching in different educational levels, surpassing the teaching models that trainers and teachers learned when they were students, building positive quality in teaching science/biology knowledge in association with the improvement of teacher training based on a culture of collaborative development of training practices regarding the positive quality of the teacher training and education science/ biology view to the challenges of the XXI century.Item Acesso aberto (Open Access) Saberes de professores formadores e a prática de formação para a docência em matemática nos anos iniciais de escolaridade(Universidade Federal do Pará, 2013-09-04) MANFREDO, Elizabeth Cardoso Gerhardt; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668Knowledge of teachers trainers of teachers in life trajectory and the teaching mathematics in the early years of elementary school is the subject of this narrative research based Connelly, Clandinin (2008), Benjamin (1994), Gill (2011) and others authors. Source in the literature of knowledge and professional knowledge teachers Tardif (2000, 2002); Tardif, Raymond (2000), Shulman (1986, 2005), Gauthier et al (2006), I ask as knowledge are constructed along of life trajectory teachers trainers and how manifest themselves in training practices for teaching math of teachers in initial training. The research objective is examine the construction and expression of knowledge over life experiences and training that impact on thinking and develops the practices in preparation contexts of student for be the teacher of children. Based in the dialogue with authors and constructs about the life trajectory and training (NÓVOA, 1992, 2000; MOITA, 2000) advocate that knowledge erected in each trajectory delimit ways of thinking and acting in the practices. In the narratives and us movement of mobilization there knowledge's repercussions in tune biographical and pragmatic that provides an education for teachers with particular defining features of training according to each personal history and training contexts where they occur. My interlocutors were five university professors from three universities located in Belém, Pa; who agreed to participate and work as teachers trainers of teachers in curricular activities related to mathematics. Analyses are constructed from questionnaires and semi-structured interviews, field notes, classroom observations, various documents, and narrative texts written by them. I interpret by life trajectory and professional training experiences the constitution of knowledge during each narrative outlining times in the spaces, plots, conflicts, characters. In the present analysis is presented the singularity each subject with through successive and dialogical interpretations that emerge from the implicit knowledge in the various manifestations silent or declared since the start of the acquisition of knowledge through the family, school and professional socialization in the degree course in mathematics, demonstrating knowledge in these processes; well as analyzing subsequent processes of professional socialization in professional practice, emphasizing striking and recursive experiments, and finally crowning the analytical texture about the object of the thesis discuss the pedagogical knowledge in motion or action included in the reasoning process pedagogical organized in two dimensions for which the maker movement converges for the diverse knowledge built in the trajectories investigated: knowledge of teachers trainers of teachers related to teaching mathematics and professional training for the teaching in mathematics. This movement supports the thesis that the thought and practice forming reflects their beliefs, conceptions and learning in formative processes justifying choices, attitudes and approaches taken and featuring making didactic model and is representing a model of professional training of teachers to teach mathematics in the early years of elementary school.Item Acesso aberto (Open Access) Ser vivo, ser espécie, ser classificado: epistemes, dispositivos e subjetivações no ensino de ciências e biologia(Universidade Federal do Pará, 2013-12-16) VIEIRA, Eduardo Paiva de Pontes; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937In general terms the objective of this research is related to the discussion of the effects of scientific rationality and its truths in the formation and work of teachers of science and biology. The analysis addresses the areas of acquisition of knowledge, its forms and its power relations problematizing the hegemonic thinking and contingent of biology in the twentieth century, demarcated in their evolutionary utterances and molecular. The biological sciences established as a finished product and continuously is questioned the extent that it defends the thesis that the presence of biology multiplies the productions of true and false, resulting in different modes to train teachers and to teach biological sciences in territories which are believed to have and maintain certain homogeneity. In this perspective, the research makes visible the statements that corroborate the thesis, using documents that narrate the daily life of science education and biology, such as books and periodicals of teacher training and teaching material used in basic education, among others. The documents shall be defined by the appearance of objects investigating. The analysis tools arranged on theories of Michel Foucault, especially concepts like épistémè and dispositif related to investigations systems of constitution of knowledge. The perspectives of épistémè and dispositif in this study are linked to the production of objects life, species and classification system, allowing thinking about the demarcation of content and networks established. In effect the body of this work brings in a deliberate imbricated form, analysis certain statements that refer to ways of thinking about what is to be alive, be species and be classified, predominantly in the period between the beginning of the twentieth century the beginning of the 21st century. Biology in this analytical perspective appears as a unified not knowledge, therefore, moving field, and struggle for power to signify the idea of life. Dispute which expresses itself in the teaching of biology producing multiple, nuances and contestants forms to tell about the living.Item Acesso aberto (Open Access) Educação matemática no Pará: genealogia, institucionalização e traços marcantes(Universidade Federal do Pará, 2014-03-12) SILVA, Neivaldo Oliveira; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668This research theme is Mathematics education in Pará and at investigating the analysis of the dynamics of their formation and, more specifically, its origin, its process of organizing, diffusion, institutionalization and characterization, with reference to the study groups and surveys that were organized in the state, their contexts, as well as its ramifications productions made in the area, mainly in the form of dissertations and theses. My intention is to analyze the existing Mathematics Education in Pará, seeking to identify their ways of structuring and organization, and analysis of existing production, to identify emphases, trends, and striking traits, characteristics capable of giving indicative of the current moment of your process development. Start by defining the approach of research to then make an epistemological foray order to understand the mathematics education as a professional field and related to reality and to the processes of teaching and learning research. To do this, take as a reference Araujo (1980), Carvalho (1991) BICUDO (1994) and FIORENTINI & Lorenzato (2006). In order to contextualize the research make a brief journey through the scenarios of production of Mathematical Education in Pará, at the mention of historical and social aspects of the city of Belém and Pará State, including universities where groups have organized and where originate the research collected and analyzed. That done, I describe the history of mathematics education in Pará, in the form of genealogy, with a path whose initial reference the results of earlier research conducted by me to then present results that allow me to identify a movement whose taproot of Mathematics group that formed in the old club Sciences UFPA, which acted as point of dissemination and spread of ideas and concepts in addition to materialize as a focal point for scholars on the subject. Continuing, I attempt to identify characteristics that allow me to state that the actions of Mathematics Education were institutionalized in our context, which confirm to the study, and finally interpret seek to understand the meaning and the implicit meanings productions, in terms of organization, classification and inferences arising from the outlined Movement, presenting results in the form of state of the art, pointing to the thematic areas emphases Mathematical Modeling, teaching/Learning of specific topics, Troubleshooting, teaching materials and teaching aids, Teacher Training, Ethnomathematics and Adult Education. The diversity of themes, the relationship with the local culture, as well as the connection between them begin to emerge as traits that mark the Research in Mathematics Education in Pará.Item Acesso aberto (Open Access) A relação do professor com o saber matemático e os conhecimentos mobilizados em sua prática(Universidade Federal do Pará, 2014-04-04) SILVA, Itamar Miranda da; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668This work aims to seek understanding about the relationship of the teacher with the mathematical knowledge and identify knowledge mobilized in its practice. We understand that the subject is justified because according to research in own institution of teacher training that teaches mathematics have reported difficulties faced by the teacher in mastering knowledge that can spread mathematical knowledge. Thus, the theme inserts in the own reality of the problem faced by the teaching profession in regard to ways of acting and thinking about the teaching of school mathematics. Methodologically, the study is part of a qualitative approach, and for the construction of empirical research we accomplished two training ways. The first way we call the simulated class study (SCS), which counted with the participation of four subjects of a full degree course in mathematics, which happened during the accomplishment of the discipline supervised stage II. The second training way was developed with the ideas of the Anthropological Theory of Didactics (ATD), which we assume the way of study and research (WSR). This way was initially set up with the participation of seven teachers who were in process of continuing education in a Specialization of Mathematics Education, that occurred during the realization of discipline Methodological Tendencies in Mathematics Education. Beyond the direct observations captured in those two training ways, we use as instruments of data building and information, the observations of lessons, which were recorded in audio and video, as well as we resorted to the questionnaires, interviews less structured, notes and activities developed and registered , that were disposed by the subjects. From the data and information obtained, we selected facts that composed a lot of ideas, but we analyze according the theoretical basis adopted. As a result, it was possible prove, for example, that the way that the teacher relate to the mathematical knowledge and other knowledge that he mobilizes during your practice, they are reflect, in many aspects, of his experiences as a student. Then, from the analyzes of procedures that emerged from the training ways, we developed a teaching device that may contribute to the anticipation of ways of acting and thinking the teacher about his practice in relation to the mathematic teaching for basic education guided in the reflection about a concrete teaching object.Item Acesso aberto (Open Access) Aprendizagens compartilhadas de formadores de professores: o caso da licenciatura integrada em educação em ciências, matemática e linguagens(Universidade Federal do Pará, 2014-05-22) MACHADO JÚNIOR, Arthur Gonçalves; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/ 0000-0002-2704-5853This work reports inquiry on practice of initial formation of teachers of the initial years of the Basic Teaching, developed by a community of teachers and formers of the Faculty of Mathematical Education and Scientific of the Institute of Mathematical and Scientific Education of the Federal University of the Pará. It is, therefore, an investigative journey of qualitative nature, in the modality of case studies, whose purpose is to identify, describe and understand how a community of trainers of teachers, in itself the seed stage, learn to develop professionally in their task of implementing a new course of teacher training Science, Mathematics and Languages for the initial years of elementary school, considering, in particular, the concept of community practice Lave and Wenger (1991), the perspective of social of learning Wenger (2001) and, professional development indicators presented by Imbérnon (2010). Defends the thesis that the mobilisation of knowledge and practices (re)constructed in interactions in the community produces professional knowledge of pedagogical practices and, in that process, participants will develop professionally in their tasks of training teachers for the early years of the elementary school. Over the twenty-six months we were in field, the practice of community, in focus, was accompanied through of registry audio and/or video and transcriptions of the narratives of the formers during the planning meetings, of study and evaluation of the training process, of interviews with trainers, through materials produced by the community and personal field notes, elaborated during the time we've been through "watching" the actions of the community. The captured material was treated and organized two axles, written in narrative episodes, which were mainly analyzed, not exclusively, from a rapprochement between the social theory of learning in communities of practice and the teachers learning communities and depth from the reflections on professional development. The narrative analysis of these materials reveal a practice produced in constant process of the negotiation of the concrete situations of work of the community.Item Acesso aberto (Open Access) Significação do ensino de ciências e matemática em processos de letramento científico-digital(Universidade Federal do Pará, 2014-08-08) FRAIHA-MARTINS, France; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513This is an action research, which is of a qualitative nature, in the narrative modality, based on the initial teacher education who will work in the first school years of the course Integrated Licentiate of Science, Mathematics and Languages Education. Those students of the teaching practice are characterized as such in the processes of digital scientific literacy, mediated by me together with another teacher and trainer in the context of Mathematical and Scientific Education. The educational context in analysis is based on four literacy levels: mother language, Mathematical language, scientific language and digital language. I aim at investigating the teaching significance of Science and Mathematics expressed by undergraduates when involved in digital scientific literacy whereas I investigate my own teaching practice, searching for interconnections among Initial Teacher Formation, Digital Literacy and Education in Mathematics and Science. I developed a formation design, which is rooted by the formative triad: group work – use of digital technologies – teaching with research associated to the methodological perspective of the inverted symmetry. The subjects involved in the research were thirteen. The data collecting instruments were: questionnaires, interview, field diary, audio and video records of the formative meetings, individual and group productions (multimedia presentations, video, web quest, virtual interactions among others). I use the Discursive Text Analysis as a qualitative analysis methodology. That way, I gave shape to three thematic axises: i) Basic and General Formation to Teaching: significance of the Teaching experienced in processes of digital scientific literacy; ii) Digital-Scientific Literacy: the development and its unfoldings; iii) Differentiated Teaching Possibilities: verbalizations that picture the future teaching practice. The results analysis makes me assume the thesis that formative experiences accomplished by future teachers in digital scientific literacy promote the social use of reading and writing skills acquired in the scientifical, mathematical, digital and mother language fields, and propitiate the elaboration of differentiated Teaching practices, virtual or not, to the early years of Primary education. I defend the proposition, based on the results, that it is possible to literate the future teacher of the early years of Primary education in various ways through a formative design of initial formation similar to the one proposed in this research. I systematize the formative aspects that co-existed in this design, which I henceforward consider as a group of fundamental teaching actions to the formation of the future teacher for the creation of an environment conductive to the development of the necessary literacies of the social educational demands of this century. They are: i) teaching with research in class; ii) integration of specific knowledge inherent to the early years; iii) Partnership(s) in teaching; iv) recursiveness and feedback of the communication in class. In the same path, I consider the existence of formative elements, which indicate propellers of differentiated elaboration of proposals in the Teaching as well as of ideas about teaching in the early years of Primary education. They are: i) the methodological perspective of inverted symmetry; ii) the development of the meta-teaching along the formation; iii) Systematic productions of Teaching planning.Item Acesso aberto (Open Access) 1955: o saber matemático escolar na subjetivação de trabalhadores(Universidade Federal do Pará, 2014-09-11) SGROTT-RODRIGUES, Ana Maria; MANCINO, Emanuela; https://orcid.org/ 0000-0002-6736-5931; CHAVES, Sílvia Nogueira; http://lattes.cnpq.br/9353964127402937; https://orcid.org/ 0000-0002-9771-4610In this research context we conduct ourselves building a "history of today", about ways of subjectivity of workers from different labor areas, in the relationships they establish with the knowledge-power practices and with the truth games in the field of School Mathematics Education, space in which occupies a place of relevance in the socioeducational context, due to the dissemination and value assigned to it. We take on the challenge of talking about the variation of the subjectivity ways produced by statements and enunciations of the mathematical discourse, exploring the sayings of workers that enable to see: Which subjectivities are produced in the relations established by the individuals with school mathematics? How is the production of subjectivities from these relationships? We start from the narratives of workers to broader cultural narratives, searching the threads that weave and sustain the discursive network that enables to say and see the mathematical knowledge in the constitution of the subject. To analyze how the discourses reverberate in the ways of being, seeing and telling in relation to school mathematical knowledge, we will use the theoretical tools designed by Michel Foucault, considering from his teachings that workers are historical subjects, forged in history, as well as in the cultural context that runs through them, once subjectivity is not innate, but fabricated and imposed by the discourses that produce us historical and culturally. With this understanding and the intricacies of the provocation arising from Foucault, we brought to our thinking in relation to how the workers place themselves in the struggle between their labor mathematical knowledge and erudite knowledge of mathematical science, the mechanisms they use and the effects of this fight, or the acceptance of the erudite in what they do. We emphasize that the mesh of discursive and non-discursive practices produces mathematics as knowledge that qualifies a person, a people, a nation, producing at the same time the "good"student, the successful worker, and also the disabled, the unsuccessful worker. However, if there are subjections, there is also resistance, refusal, insurrections. From them are born other ways of being, other knowledges, other mathematics that make new truths appear, new skills that dispute and pluralize spaces of power in the broad discursive symphony. This encourages us to say that if life is a friend of art, it is possible with art to invent, incessantly, mathematical knowledge which mean the opening of this big prison closures that are the boundaries.Item Acesso aberto (Open Access) Avaliação do uso de tecnologias digitais no apoio ao processo de modelagem matemática(Universidade Federal do Pará, 2014-10-17) FURTADO, Alfredo Braga; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071In this research we investigate the utilization of Digital Technologies when mathematical modeling is used as a teaching strategy in mathematics, with the purpose to evaluate the learning that occurred in this environment. To achieve this goal, we studied the Mathematical Modeling and identified a modeling perspective to be employed in work; then, we studied the use of Digital Technologies (TD) in Education, focusing on the potential and the restrictions mentioned in the literature. As theoretical basis, we studied the theories of computerization of Tikhomirov, in particular the theory of reorganization of thought and activity theory of Leontiev and Engeström and Collective Thinking of Pierre Lévy. The purpose here was to formulate a methodology for teaching Mathematics with Modeling and Digital Technologies, which took into account the necessary conditions that would ensure effective improvements in learning. Thus, we proposed a methodology that explicitly incorporates a step in the process of modeling of utilization of TD, as well as gives emphasis on formative evaluation during the teaching process, so that the developed modeling projects achieve the expected learning objectives. Conditions for success of Digital Technologies in Education were identified. The proposed methodology has been implemented for a class of discipline "Mathematical Modeling", belonging to the Undergraduate Program in Mathematics and Science Education of Institute of Math and Science Education of Federal University of Pará (PPGECM/UFPA), which allowed us to evaluate its applicability, scope, results, relevance and assumptions that need to be addressed to ensure improved learning in the context of research. The results of qualitative research are identified: respecting the constraints identified, Digital Technologies effectively empower learning. Factors that demonstrate the aforementioned learning improvement have been identified.Item Acesso aberto (Open Access) Retrato falado do professor de biologia: ciência e docência em discurso(Universidade Federal do Pará, 2014-12-15) BASTOS, Sandra Nazaré Dias; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937How the teaching in a Biological Sciences Degree is thought immersed in a context that prioritizes research activities? Which speeches capture the students of this course? Which taboos are imposed to them? What regimes of truth validate (and silence) the speeches that go through this training? How speeches about teaching are linked to other discourses forging science teachers and Biology? These are questions that direct the paths of this research in order to defend the thesis that the teachers' subjectivity is built and adjusted by means of discursive and non-discursive processes that define the biology teacher as a biologist, prescribing forms of morality and self experiences urging the subject to juxtapose/paste the biologist as the subject of teaching. In this way was taken the corpus of discursive practices research and discursive not materialized in the form legal documents on teacher training, pedagogical project of course, spaces of architecture, academic events, scientific production of teachers with order to capture subjective processes present in this context. In this way discursive and non-discursive practices were taken as the corpus of research materialized as legal documents on teacher training, pedagogical project of course, architecture of spaces, academic events, scientific production of teachers in order to capture subjectivity processes present in this context. The analyzes are intertwined with theoretical tools developed by Michel Foucault to map statements that, related to prescriptions, determinations, qualifications of the subject teacher, define truths about your body and your behaviour. Statements that when talking on the individual at the same time offers them a moral action - a way of living, a way of being, a way to see himself - creating or determining subjects as real places. This way the biology teachers are "born", people who have a different look about nature, that know how to decipher the body and its diseases, which recognize,identify, systematize the environment and the organisms that there are established, which can speak big words and have the laboratory as a place to do their teaching. A professional who repeatedly claims spaces and specific materials for the exercise of teaching be realized efficiently. By discussing these questions you can think Professor of Biology as a historical subject, which is plotted in real systems put into operation by complex mechanisms knowledge-power.Item Acesso aberto (Open Access) Investigando aspectos do mastery learning e da capacidade da memória visual para objetos dinâmicos(Universidade Federal do Pará, 2014-12-22) PEREIRA FILHO, Silvio Carlos Ferreira; ALVES, Danilo Teixeira; http://lattes.cnpq.br/6642002445572793Item Acesso aberto (Open Access) Movimentos de (trans) formação na Amazônia legal: a educação em ciências e matemática(Universidade Federal do Pará, 2015-03-04) MATOS, Maria da Conceição Gemaque de; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513This work research students from graduate Programs in Education and Science and Mathematics in the Legal Amazon, the time interval from 2002 to 2012. It is a qualitative research, in narrative form, with the objective to analyze to understand in what terms set and to express their attitudes, actions, and utopias of teacher trainers alumni of graduate programs in Education in Science and Mathematics in the Legal Amazon, working directly or indirectly in the teacher training process. Therefore, I investigate the first two programs implemented in the region that through the published dissertations and Lattes curriculum of the graduates to demarcate the investigative trends of the programs and the professional field of action that are distributed. I considered the Lattes curriculum as the academic and professional biography of each graduate, and, took as a reference to map the educational space in which each one is inserted. The survey went on to give voice to thirteen (13) graduates who work as teacher educators in Science and Mathematics thus bringing visibility to the narrator role of each subject, in order to register the particularities and peculiarities of their stories in the training process and professional practice. I considered the narrative research as a way to outline the experiences revealed in the set of articulated accounts in the Amazonian socio-cultural context in driving actions of (trans) formation movements in science and mathematics education. In the appropriation of the voices of the subjects I found life stories of the personal and social construction of each traversing (trans) formations driven by utopias, explicit or implicit, which originated in the incompleteness perceived by each subject. The deconstruction of narrative texts of the graduates and the reconstruction of metatext were conducted by discursive textual analysis looking ahead three axes of analysis. Each interview enabled the subject the (self) training reflection in the movement to look at themselves to describe their training paths, and also revealed their actions seeking to (trans) form the training of teachers in science and mathematics in the Amazon. The feeling of incompleteness of graduates, coupled with the utopias, procured in each subject the construction and implementation of changes, requiring the need to understand the ground in which each one was, and thus, become able to dare and to introduce new meanings for education in science and mathematics.