Artigos Científicos - IEMCI

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/3218

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Histórias em quadrinhos e educação infantil
(2001-09) ALVES, José Moysés
Different aspects of cartoon stories have attracted the attention of political scientists, sociologists, linguistics, and others. Psychologists and educators are interested in these stories because they affect the reader's education. The purpose of this study was to elucidate some relations between cartoon stories and childhood education, emphasizing the storie's context, their characteristics, and their educational value.
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Epistemologia, ética e política na formação de professores de ciências
(Universidade Federal do Pará, 2009-12) SILVA, Paulo Sérgio Araújo da; CHAVES, Sílvia Nogueira
This work is about the investigation developed during the process of continual formation of science teachers (from the subjects of Chemistry, Biology, Physics and Primary School's Sciences) in a public University. This work consists in a research in wich we try to understand the relations between epistemological refletion and teacher formation. We investigate, particularly, what kind of reflections the science teachers have built from the discussions about the process of production and social appropriation of science and the relations that they establish with the stories of their professional forming and performance. The analysis of this material pointed that among all the aspects in wich the epistemological debate simulated reflections the ethical-political dimension of science is always present. Such reflections led them to review their formative processes establishing relations between scientific production and social criterions of validation of science, as well as they accepted to analyse their own educative practices to these criterions.
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Comunidade e escola: reflexões sobre uma integração necessária
(2010-05) BEZERRA, Zedeki Fiel; SENA, Fernanda Alves; DANTAS, Osmarina Maria dos Santos; CAVALCANTE, Alden Rodrigues; NAKAYAMA, Luiza; SANTANA, André Ribeiro de
This study presents reflections regarding the establishment of a partnership between the school and its community. With the objective of evaluating such partnership, researches were carried out in a public school and other in agreement, using questionnaires and interviews. The answers from the students and community members indicated different positions. For example: in the public school there were complains about the absence of interaction which led to a sensation of not belonging and indifference. On the other hand, in the university partnership school the community feels responsible for the school, thanks mainly to the possibilities of interaction that have been established. We have reached the conclusion that the community recognizes the importance of becoming involved in school actions, being school's responsibility to provide such access, by structuralizing an effectively significant teaching.
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A natureza e a cultura no compasso de um naturalista do século XIX: Wallace e a Amazônia
(2011-09) ALVES, José Jerônimo de Alencar
Alfred Russel Wallace traveled through the Amazon from 1848 to 1852. His perceptions of the region were informed by his systematized knowledge but also influenced by judgments of an ethical and aesthetic nature, as was common among naturalists. He saw the region's 'natives' as peaceful and friendly but likewise susceptible to the vices of civilization. Nature afforded a privileged setting both for the activities of natural history and for aesthetic pleasures. These features helped keep the naturalist in the region, where he could thus engage in his scientific activities.
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Teatro de fantoches na formação continuada docente em educação ambiental
(2012-09) DANTAS, Osmarina Maria dos Santos; SANTANA, André Ribeiro de; NAKAYAMA, Luiza
In this article we present the results of a participative action-research conducted at the space of the Group of Research and Studies in Environmental Education/Green Room Pororoca: socio-environmental space Paulo Freire (GPEEA/Sala Verde) at the UPFA. The objective here was to investigate the contributions of puppet theatre as a pedagogical proposal in the continued environmental education of teachers. The subjects of the research were six teachers of basic education, which are here identified by the following pseudonyms: Lucia, Michelle, Izabel, Eloísa, Marta and Ana. We have used four sources to collect information: 1) a questionnaire of personal data, containing also the following questions: a) What motives led you to enroll for this workshop? and b) what is the predominant understanding of environmental education?; 2) a workshop; 3) a journey log; and 4) interviews to complement the information supplied by the teachers. To analyze the data, we used a technique of methodological triangulation. We observed that the puppet theatre, as a strategy of teaching-learning of environmental knowledges, was important in all stages. The use of puppet theatre as a methodology was enthusiastically recognized by the teachers as viable in teacher practice for all disciplines. Most importantly, they recognized that, in order to develop any alternative activity, there must be planning, since it is necessary to have a pedagogical objective with a meaning beyond the ludic by itself.
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Sentidos subjetivos relacionados com a motivação dos estudantes do clube de ciências da ilha de cotijuba
(Universidade Federal do Pará, 2012-12) ALVES, José Moysés; PESSOA, Wilton Rabelo; RODRIGUES, Ana Maria Sgrott; SANTOS, Janes Kened Rodrigues dos; SANTOS, Patrícia Feitosa; CONCEIÇÃO, Luiz Carlos Silva
We aim in this study to know the subjective senses that affect students' motivation to participate in the Science Club from Cotijuba Island. We interviewed six students on their activities, the project they were doing, their relationships with teachers, colleagues, family and their Science classes at school. Students mentioned qualities of interpersonal relationships and characteristics of activities, which motivated them to join the club and Science classes in school. They also pointed out infrastructural problems and circumstances that discouraged such participation. These aspects, some specific of the historical and cultural context, appear in slightly different subjective configurations for each student. The approach taken seemed appropriate to understand the motivation of students in a systemic way.
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Metas de realização e autoconceitos de estudantes de ciências em contexto de ensino com pesquisa
(2013) CASANOVA, Marcello Paul; ALVES, José Moysés
We aimed to verify if attendance, participation and learning in a research project would be related to changes in achievement goals and self-concepts of science students. We conducted the investigation in a public school with a class of 30 students in 9th grade of elementary school. Students investigated the knowledge of residents from Benfica-PA, regarding medicinal plants and their relationships with environmental degradation. Initially, about 75% of the class had learning goals and 45% showed a positive self-concept. There were few changes in self-concepts and targets. Most students had a high or regular frequency. About half the class had low participation and insufficient learning. Positive self-concepts were associated with the learning goal and the highest levels of participation and learning. Although some of the results confirm the literature, they also point to difficulties in motivating students, even in a context of teaching with research.
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Desnaturalizando os gêneros: uma análise dos discursos biológicos
(Universidade Federal do Pará, 2013-12) FREITAS, Lilliane Miranda; CHAVES, Sílvia Nogueira
This research investigated reports in the magazine Superinteressante, how gender identity is constituted in the biological/ scientific discourse, and social productivity of these discourses. It is based on the theoretical fields of Michel Foucault and the Cultural Studies, in order to consider the connection between power/knowledge of production of gender through biological discourse published in the cultural pedagogies. In this investigation, evidence indicated that the biological discourses predominantly justify and naturalize the masculinity and femininity as biological evidence, which eventually produces and legitimizes supposedly natural ways of being male or female and socially behaviors expected. However, the genders are understood as socio-historical and cultural constructions, born from power-knowledge relationships, and where femininity and masculinity are not only constituted by biological characteristics.
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Ler, escrever e comunicar em matemática: habilidades requeridas para interpretar e compreender o texto
(Universidade Federal de Mato Grosso, 2013-12) LACERDA, Alan Gonçalves; SILVEIRA, Marisa Rosâni Abreu da
This article is part of the dissertation of the first author under the guidance of the second author who aims to investigate how the student interprets and understands the set of mathematical problems, and communicate their resolutions to the members of the interaction. Reading becomes a process to better understand the student as well as express the mathematical language. In the present study, two meetings were held. In a first meeting each participant individually solve division problems. Already a secondparticipants who solved individually were placed in pairs to solve division problems. Both the first and the second meeting were filmed and later transcribed and analyzed. The results showed that when the subjects have the ability to communicate in writing to the other of the interaction, they start to reframe their views, conjecturing new reading processes. This research also contributes to the communicative exchanges favoring the coordination of problem solving strategies used by students. We emphasize reading as an activity essential to interpret and understand the text and its interpreter.
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A matemática do ensino primário na Escola Normal de Natal (Brasil): alguns fragmentos de história
(Universidade Federal de Mato Grosso, 2014-12) MENDES, Iran Abreu; ASSIS, Márcia Maria Alves de
In this article we describe a construction historiography about the primary school mathematics addressed in École Normale Natal (Brasil) between 1908 and 1970. Our main purpose was to explore mathematical documents on the trajectories at the school, in order to point out evidence of the legal implications of each period in recurrences methodological and in construction of programs teaching these mathematical school. To obtain our purposes we used the theoretical principles related to the history of school subjects, based on Chervel (1990).The method used for the historiographical approach was based on the exploration and reorganization of information present in multiple historical sources printed.
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Caracterização sócio geográfica dos índios Mamaindê Cabixi: a emergência dos saberes a partir da sua prática social
(Universidade Federal de Mato Grosso, 2015-12) SYRYCZYK, Cristiane da Silva; SYRYCZYK, Edilberto Fernandes; SOUZA FILHO, Erasmo Borges de; CARDOSO, Evanil de Almeida; CARDOSO, Nerio Aparecido
This work is the result of bibliographic research of relative density and successful deepening of ethnographic survey with considerable contribution in syncretic semiotics and participant observation, in order to unravel the origins of Mamaindê Cabixi people established in the northwest of Mato Grosso -Brazil, for through them understand and record limiters and daily facilitators who provide thinking and know-how themselves mathematician of Mamaindê, with data going back to mid-1727 and to this day, here we approach quite the exact identificationofthe origins of Mamaindê people. In support for both historical and anthropological ethno records produced by Antonio Pires de Campos, Edgar Roquette Pinto, Alfred Metraux, David Price and Claude Levi Strauss, in addition to interviews, audio and video recordings made with the indigenous leaders of the village Mamaindê Cabixi, under the express permission of the same through free and informed consent and authorization of Funai.
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Aprendizagem em matemática, aprendizagem significativa e neurociência na educação dialogando aproximações teóricas
(Universidade Federal de Mato Grosso, 2017-06) ROZAL, Edilene Farias; SOUZA, Ednilson Sergio Ramalho de; SANTOS, Neuma Teixeira dos
This article aims to present theoretical approaches between Learning in Mathematics, Significant Learning and Neuroscience in Education, highlighting some basic concepts of Neuroscience and weaving theoretical discussions about motivation and timing for the student's learning, according to the stimuli of the His cognitive system, having as methodological reference of teaching the Problem Solving. We believe based on the theoretical frameworks studied, that there is a need to promote a dialogue between Neuroscience and Education, defending a creative dialogue between both and presenting a positive vision of the neuroscientific knowledge in Education, in favor of improving the students' learning. The text highlights information that Neuroscience states that educational attitudes that generate feelings of fear, anxiety, sadness, anger, depression and hopelessness are accompanied by humiliation and these attitudes end up inhibiting the learning process. Our main purpose was to discuss throughreflections in the text that students do not learn if they are not motivated and if the moment is not appropriate for this learning to occur. The article is a bibliographical study and we hope with this work that the understandings between Significant Learning and Neuroscience in Education allow reflections to the teachers so that both are investigated in order to promote the applicability of such theories in the classroom, in our Case, through Problem Solving with the use of the stimuli of the cognitive system for learning.
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Alfabetização científica em ambiente de modelagem matemática
(Universidade Federal de Mato Grosso, 2017-06) SOUZA, Ednilson Sergio Ramalho de; ESPÍRITO SANTO, Adilson Oliveira do
Discussions on Scientific Literacy have been common in Science teaching publications and some Mathematics Education. The literature review shows that few studies address this topic with Mathematical Modeling. Our goal is to discuss Scientific Literacy in Mathematical Modeling environment. For this we seek answers to two main questions: What skills are needed to scientifically literate? and How they emerge in Mathematical Modeling practices? Through literaturereviewwe found that such skills arise in increasingly complex as the transition between the stages of Modeling and as the participation of students in these steps. The study generated a frame of reference that can be consulted by teachers interested in promoting Scientific Literacy in Mathematical Modeling environment.
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O braille fácil em matemática no ensino superior: uma experiência com um aluno cego na perspectiva de promoção de autonomia
(Universidade Federal de Mato Grosso, 2017-06) SANTOS, Felipe Moraes dos; MORAES, Marcos Evandro Lisboa de; SALES, Elielson Ribeiro de
This article refers to access information in higher level mathematics.The goal is that these students make use of software that meets your needs with a certain autonomy and proposes the use of these, both by students and by teachers who have the need to prepare specific materials for the visually impaired.The methodology included researchfrom the case study. The techniques used were semi-structured interviews and the use of exercises with the use of Braille Fácil software. The research had as a participant with a visually impaired student majoring in Mathematics and it was concluded that the said software enables certain autonomy to a visually impaired person as well as being accessible to people who do not completely master the Braille symbols.
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As pesquisas em educação em ciências na interface com a educação indigena: a abordagem qualitativa na evidência dos dados
(Universidade Federal de Mato Grosso, 2017-12) OLIVEIRA, Lúcia Helena Soares de; BRITO, Licurgo Peixoto de; KALHIL, Josefina Diosdada Barrera
In this paper we discuss the methodological paradigms used in the last ten years in research in Education in Science and Indigenous Education. We approached the survey carried out in the databases of the Portals of Capes, BDTD and Google Scholar. The study is part of the theoretical basis of a research that is underway within the scope of the Post-Graduate Program in Science and Mathematics Education -REAMEC, by the Federal University of Mato Grosso do Sul, umbrella. This study has a bibliographic character and is supported in the research through surveys carried out in articles, Theses, Dissertations and works of specialists that approach the subject in question. Thus, the studies reflect that the qualitative approach allows the detailed understanding of the meanings and the situational characteristics of the subjects involved, is concerned with a reality that can not be quantified or reduced to the operationalization of variables, emphasizing that the purpose of the scientific research does not is centered only on the presentation of a report or description of the data, but on the report of the interpretative development of the data obtained.
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Proposições de inovação didática na perspectivas dos três momentos pedagógicos: tensões de um processo formativo
(Universidade Federal do Pará, 2017-12) ABREU, Josyane Barros; FREITAS, Nadia Magalhães da Silva
In the face of a conjuncture of renewals, methods, strategies that intend to reinvent the teaching practice, we aimed to understand, through the Three Pedagogic Moments, the tensions and the possibilities related to didactic innovation. The research was characterized as a qualitative approach, precisely a research-training in the context of a Bachelor’s Degree from the Federal University of Pará. In the training process, the individuals haves expressed difficulties in problematize a theme, resistance to abandon traditional lessons and difficulties in overcoming a punctual and finalistic evaluation. We understand these difficulties as inheritance of a teacher formation lived even when students. The experience was an authentic problematization of teaching, with the potential to overcome and to break barriers, making possible to (re) construct meanings related to the “know how to do” and “how to be” a teacher.
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Atividades de campo e steam: possíveis interações na construção de conhecimento em visita ao parque Mãe Bonifácia em Cuiabá-MT
(Universidade Federal de Mato Grosso, 2017-12) LOPES, Thiago Beirigo; CANGUSSU, Everton Soares; HARDOIM, Edna Lopes; GUARIM NETO, Germano
The STEAM teaching methodology, which is an acronym for Science, Technology, Engineering, Arts and Mathematics, is now widely used, mainly atthe UK. To use this methodology in teaching, it is necessary to establish relationships between these five areas of knowledge. In this sense, the present study is the fruit of discussions and activity requested by the discipline Trends and Approaches of Research in Science and Mathematics Teaching, which occurred in july 2017, offered by the Doctoral Program in Science and Mathematics Education (PPGECEM/REAMEC). Theobjective was to conjecture possibilities of STEAM problematizations in the Field Activity during a fieldclassatthe Mãe BonifaciaState Park,in Cuiabá-MT. Unstructured observations were made in order to identify didactic possibilities, through the State Park elements, structures and places. The possibilities of problematizations found were the structures built in the park, being the resting huts, the statue that makes reference to the matriarch of the park,and the belvedere. The latter no longer exists due to compromise in its structural conjuncture, but can be worked due to records on local and national news sites. Therefore, the study showed thatit is possible to use the STEAM methodology to favor the knowledge construction in an interrelated way.
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Cooperação no desenvolvimento de atividades de modelagem na educação matemática
(Universidade Federal de Mato Grosso, 2018-06) MENEZES, Rhômulo Oliveira; BRAGA, Roberta Modesto; ESPÍRITO SANTO, Adilson Oliveira do
This article is a cut of a master's thesis that sought to identify and analyze implications arising from the use of Digital Technologies in the development of Mathematical Modeling activities. In this section, we aim to analyze the cooperation between subjects (students and teacher) and digital technologies in the development of Mathematical Modeling activities. The research is of the qualitative type, in which powerpoint reports and presentations produced by students of the math course and audio and video recordings recorded by the mediating teacher in the development of three activities of Mathematical Modeling were analyzed. In this way, it was possible to describe the cooperation established between the mediating teacher, the students and the digital technologies, allowing us to infer that this triad set up a semantic network (complex cognitive mixes and cooperatives) around the themes investigated.
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A escolarização de surdos no ensino fundamental: percepções sobre o ensino e aprendizagem de ciências
(Universidade Federal de Mato Grosso, 2018-12) SALES, Elielson Ribeiro de; SOUZA, Ruth Daisy Capistrano de; WANZELER, Edson Pinheiro
The research with a qualitative approach, developed through a field study, has the aim of analyze the teaching and learning in science, of deaf students of 6th and 7th grades of Elementary school, at a public school in Belém(Pará). For that, there were researched four students, fluent in Libras, considering their perceptions and the context they belong. The instrument for data production was a questionnaire written in Portuguese, translated to Libras. The results showed that visual perception, conditioned by deafness itself installed, not as a deficiency that produces learning limitations, but as a difference naturally observed and mediated for visual and spacial sense. It was also observed that to work with a deaf it is indispensable that the teacher has aminimum linguistic and communicational competence in Libras, in a manner that it is possible to happen a satisfactory communication for both, otherwise it will be necessary the presence of a mediator or a Libras interpreter.
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Análise de livros didáticos de ciências a partir do uso de analogias: obstáculos e abordagens sobre o conteúdo célula
(Universidade Federal de Mato Grosso, 2019-12) LACERDA, Alan Gonçalves; BRITO, Mariane Machado
The role of analogy and metaphor when applied to the argument, then, is to look for in the situation the elements that can fill the empty spaces inscribed in meaning. Thus, the objective was to identify obstacles of epistemological nature in science textbooks in the approaches on cellular content, the light of the theorist Gaston Bachelard, that repercute in new conceptions, limits and possibilities in the classroom. In this way, the use of analogies and metaphors to satisfy the conditions of employment seeks to promote greater understanding of the reader, although it can point to extremely complex problems by not scaling the multiple directions by which our language can evoke.