Amazônia: Revista de Educação em Ciências e Matemáticas - Amaz RECM/UFPA

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/12322

AMAZÔNIA - Revista de Educação em Ciências e Matemáticas tem periodicidade semestral. É editada pelo Programa de Pós-Graduação em Educação em Ciências e Matemáticas do Instituto de Educação Matemática e Científica – IEMCI – da Universidade Federal do Pará, Belém/Pará/Brasil. É uma revista aberta à comunidade científica, destinada à publicação de pesquisas sobre formação de professores e processos de ensino e de aprendizagem nas áreas de Educação em Ciências (Biologia, Física e Química), Matemáticas e Educação Ambiental.

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Agora exibindo 1 - 20 de 25

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Análise de narrativas praxeológicas de conexões entre aritmética e álgebra
(Universidade Federal do Pará, 2017-09) PEREIRA, José Carlos de Souza; SILVA, Francisco Hermes Santos da; NUNES, José Messildo Viana
This article is the product of an autobiographical narrative study, which shows an analysis of the praxeologies of the first author, in the context of his professional development as a mathematics teacher. The focus of the analysis is on the various praxeological conflicts that the author experienced during the elaboration and application in the classroom of a didactical proposal for the teaching of polynomial operations in the 7th grade of primary school. In order to analyse his own praxeologies using the didactical proposal he elaborated, the author used Yves Chevallard’s Anthropological Theory of the Didactical (ATD) as the main theoretical reference. The results demonstrated that the personal relations of the first author involved ostensive and non-ostensive types of objects and different tasks and techniques that were either present or not in the didactical proposal he elaborated, revealing past and present praxeologies which composed several different moments of his professional development as a mathematics teacher.
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A argumentação e o potencial metacognitivo de uma atividade experimental baseada na POA (Previsão Observação-Argumentação)
(Universidade Federal do Pará, 2018-06) MEDEIROS, Edilene Ferreira de; SILVA, Marcia Gorette Lima da; LOCATELLI, Solange Wagner
This research presents the metacognitive incidents of high school students when experiencing an experimental activity on photosynthesis and respiration based on Prediction-Observation Argumentation. The activity includes resumption of content, argument elements, and script guides. The experiment was selected aiming to apply knowledge of biology in a real context and to develop argumentative abilities. It consisted of placing a plant in two tubes containing water with phenolphthalein, one remaining in a darkroom and another one in the clearing. Students were asked to predict what would happen to each tube and compare with changes in the color related to pH. Eight students participated and the activity was carried out in cooperative groups, promoting discussion based on the perspective of participation in scientific practices. Specifically, metacognitive incidents were analyzed in the students' discourse when they justified their conclusions based on the data obtained in the experiment. The results indicated four categories of metacognitive incidents: confirmation, monitoring, positive change and negative change. In the discourses the students showed greater ability to observe experimental data and justify their conclusions after confronting their initial predictions with scientific knowledge. However, they present difficulties in arguing their explanations (metacognitive incident of negative change). We indicate that the activities promoting argumentation favor the selfregulation capacity of the learning process
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Aspectos epistemológicos a luz da teoria antropológica do didático subjacentes ao tema transformação linear
(Universidade Federal do Pará, 2017-09) MATOS, Fernando Cardoso de; PEREIRA, José Carlos de Souza; NUNES, José Messildo Viana; GUERRA, Renato Borges
Our purpose in this article was to reveal the epistemological aspects in the light of the anthropological theory of the Didactics are underlying the theme linear transformation in the textbook adopted for the teaching of Linear Algebra at the Federal Institute of Pará, revealing evidence of the dominant epistemological model, analyzing two types of tasks. The analysis of the didactic book is a reference for the elaboration of conjectures regarding the type of teaching that is being developed of a certain knowledge, in a certain institution. The Theory helped us to discuss Mathematical Organization and Didactics of the book in terms of the gender of tasks and task types, techniques and justifications of the rationale of mathematical object linear transformation. The reason for being to teach this object is given by the direct application of the definition, because the students should ask themselves when reading the proposals of the tasks enunciated by the authors, so that and why to study this subject? Some tasks are solved with the contents seen in high school, as a function as technology, not making it clear to the reader that it is a transformation from one vector space to another. We conclude that in the types of tasks discussed it was possible to give evidence of the dominant epistemological model, which we consider the direct use of the definition of linear transformation.
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Concepções e tendências de ensino de ciências na prática dos professores e orientadores de CPADC/Castanhal
(Universidade Federal do Pará, 2005-07) MIRANDA, Ailton Lima; RAPOSO, Elinete Oliveira; NUNES, Inez Trindade
Study proposes an analysis of the main trends in science education practices among science teachers in Castanhal country, Pará , Brazil. Research was carried out through semi-structered interviews with Science/Biology teachers, specially those working at the CPADC/Castanhal. Sample also included teachers who took part in the initial phase of the Group for Scientific Development (NPADC), a project based at the Federal University of Pará (UFPA), which raised awareness and improved the quality of science teaching in the state of Pará. Four categories were analysed: science education trends, experimentation in science Education, the use of school books and teachers´ working conditions.
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As configurações subjetivas de docência e suas transformações no decorrer da trajetória profissional
(Universidade Federal do Pará, 2019-06) RESQUE, Marciléa Serrão; ALVES, José Moysés
In this article, we present a review of a doctoral research, in which we aim to understand the subjective configurations of teaching and its transformations during the professional career of a professor of science and biology. Based on the historical-cultural perspective of González Rey's Theory of Subjectivity. Based on qualitative epistemology, we present a case study, organized from the information constructed through phrases complement, open questionnaire and individual interview. The results show that different configurations of subjective senses of teaching are produced along the professional path and these are deeply linked to their social interactions, in the different contexts in which the teacher has transited since childhood. The adopted framework allowed to give visibility to the concrete subject, in its singular trajectory, which is usually disregarded in the generalizations that result from an approach of the teaching path by cycles.
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Contribuições do estágio no Clube de Ciências da UFPA para a produção de sentidos subjetivos sobre interdisciplinaridade
(Universidade Federal do Pará, 2018-07) RIBEIRO, Rosineide Almeida; ALVES, José Moysés; RESQUE, Marciléa Serrão
Interdisciplinary science education is still not frequent in our schools. At the Science Club of the Federal University of Pará (CCIUFPA), trainees from different undergraduate courses work in teams and have opportunities to experience the construction of interdisciplinary proposals. Inspired by the Subjectivity Theory of Fernando González Rey, we investigated how the interdisciplinary pedagogical practices are subjectively configured for science teachers, graduated from the CCIUFPA and how they evaluate the contribution of this stage to their current interdisciplinary conceptions and practices. We present four case studies of trainee teachers, whose information was constructed through different instruments. In spite of the uniqueness of each trainee's experience, they considered that the internship at the UFPA Science Club expanded their knowledge of interdisciplinarity, taught them how to face and overcome difficulties to carry out interdisciplinary projects, favored the planning and appreciation of team activities, as well as the recognition of the importance of the motivation of junior partners, the contextualization of contents and dialogue in the classroom. The teachers evaluated that the experiences in the CCIUFPA contributed to the construction of their current teaching practice, and two of them reported carrying out, even with difficulties, the interdisciplinary teaching of science in the school.
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Currículos e saberes: os discursos que fabricam professores de biologia
(Universidade Federal do Pará, 2018-12) BASTOS, Sandra Nazaré Dias; CHAVES, Sílvia Nogueira
The purpose of this work is to reflect on how discursive processes influence the ways of being a biology teacher. Our attention was focused on the discursive and non-discursive practices that are currently being publicized and institutionalized in the curriculum of the Degree in Biological Sciences of the Campus of Bragança and influence the construction of the subject Biology Teacher. We took as empirical corpus the Catalog of Undergraduate and Graduate Studies from the Center of Biological Sciences of UFPA, a document that brings together course plans of the curriculum that ran from 1997 to 2004. Our analyzes show a curriculum basically focused on the health area, even if it was intended for teacher training. The omnipresence of contents and practices from the field of Medicine silences training components that are intended to prepare for teaching. The result is the development of a vision that enunciates teaching as a side effect, of what is presumed to be a good training in the "scientific" area. The effects of these practices reverberate in the formation of a professional who desires and values specific knowledge, minimizing the other knowledge, especially those of the pedagogical field. The hierarchy of knowledge produces a professional teacher who wishes to live the "glamorous" side of Biology, usually related to conducting research in specific areas such as Genetics and Ecology, as an alternative to the "monotonous" life inside the classroom.
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Cursos e percursos, calços e percalços de formadores de doutores em Educação em Ciências e Educação Matemática
(Universidade Federal do Pará, 2012-06) ARAGÃO, Rosália Maria Ribeiro de
The problem put under focus stems from cultivation of doctoral actions, reactions and attitudes of doctors already practising in other areas and that resolve to migrate to the areas of Science and Math Education to take-on collaboration-training for new doctors formation in Science Education or Mathematics Education, in accord with North Regional Brazilian context claims. With this in mind, doctors professionally bound to higher education Institutions – Universities and Federal Institutes – as a NET located in Legal Amazon assume responsibilities which include taking on partnerships in order to increase the number of teachers held for the training of doctors in the newly created NET. Even already being doctors and working in the so-called "hard areas" or in related fields, these doctors seek accreditation in a newly created doctoral program, with desire and willingness to migrate to focus and share scientific-pedagogical training in a high positive quality new doctors in Education Science and Mathematics Education. The "migrant doctors" aim to establish themselves in this new/other program assuming new formative relationships in order to provide both the necessary visibility to this area in its region of insertion, and the production of positive and desirable responses for the academic, scientific and pedagogical advancement of higher education in the training of doctors. These doctors who are working in the NET for accrediting doctor trainers since two years in a developing regional programme will be investigated pursuant to investigative narrative mode of qualitative research, in the light of epistemological, theoretical and methodological foundations of teaching and research. So as, in their accession processes or proposed-resistance the migrating doctors will be investigated especially in relation to both (i) their participation as teachers-researchers held forming quality doctors for this century while generating academic production in the areas being focused on by the NET, and (ii) evidence of interest and commitment as doctors in exercise in the training of new doctors aiming both with the quality of higher education in which they act, and with the improvement of the quality of basic education, and scientific research in the North Region in which this NET works in Brazilian context. The results of this investigation other than to express joy in relation to the quality of the new doctors to be differentiated, certainly imply further efforts of the professors-doctors and researchers in particular, by the conditions of other migrants to the area of Science and Mathematics Education. The propositions and actions thus arising require knowing and awareness of theoreticalmethodological and epistemological issues for this new professional area of expertise. This becomes especially relevant in order to overcome traditional assumptions of a positivist and fragmentary doctoral training position, largely present in these terms in the teacher training process of the last century (XX), but whose cultivation in this century (XXI) becomes essential to discard to abolish the two-tier and hierarchical vision between knowledge and teaching practices, replacing it with another vision put in a political and epistemological perspective.
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Educação à distância e formação continuada em ciências: Indicativos para configuração de cursos via internet
(Universidade Federal do Pará, 2010-06) LIMA, Ana Cristina Cristo Vizeu; REGIS, Cicero Roberto Teixeira
This article shows a research about the necessary conditions for the use of distance education via internet in actions of continuous formation of Science teachers. The investigation aimed to show indicatives for one proposal for the use of this kind of teaching for Science teachers in the state of Pará. The methodology used was the narrative and it was analysed the data obtained during the formation courses that had as a support the virtual environment eProinfo/MEC. The results shows us the lack of hability of those teachers concerning to the usage of the necessary distance interaction and also the prejudice and not confidence that was manifested by them. The indicatives referred in a priority way to the preparation of those people for the environment, and also the methodological update in relation to distance education for educators.
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O ensino e a aprendizagem de ciências e matemáticas, a transversalidade, a interdisciplinaridade e a contextualização
(Universidade Federal do Pará, 2005-06) LEVY, Lênio Fernandes; ESPÍRITO SANTO, Adilson Oliveira do
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Etnofísica e linguagem
(Universidade Federal do Pará, 2015-12) SOUZA, Ednilson Sergio Ramalho de; SILVEIRA, Marisa Rosâni Abreu da
Ethnophysics Knowledge relates to a special class of workers: the craft masters, that is, professionals who have extensive expertise in mobilizing scientific knowledge in fundamentally practical occupations. Our interest is in canoes builders. One question to answer is: how they use language to express their knowledge in science and math? The objective is to investigate the relationship between language and ethnophysics know in the context of building canoes. Specifically we intend: to investigate how the canoes builders express their knowledge about the concept of buoyancy; relate this knowledge to what is learned in textbooks and propose educational guidelines intended to use the ethnophysics in the classroom. We did an ethnographic case study with structured interview a master of a municipality from Pará-Brasil. Initial results show that he uses in his practice the same physical principles of density and buoyancy that would use an engineer or teacher to think about buoyancy; however, the language games mentioned in the interview seem to "mask" the scientific techniques developed in the practice of their craft.
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Etnomatemática como intermediadora entre os conhecimentos matemático escolar e matemático popular
(Universidade Federal do Pará, 2005-06) SILVA, Francisco Hermes Santos; SOUZA, Evanilde Corrêa
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Uma experiência com o ensino de ciências para membros de comunidades indígenas: a necessidade de atividades abertas
(Universidade Federal do Pará, 2005-06) ROBERTO, Lúcia Helena Sasseron; CARVALHO, Anna Maria Pessoa de
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A formação do professor pesquisador para o ensino da matemática: uma necessidade na reforma universitária
(Universidade Federal do Pará, 2005-06) MENDES, Iran Abreu
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Formação inicial de professores: trajetória de um projeto de inserção social
(Universidade Federal do Pará, 2005-06) GONÇALVES, Terezinha Valim Oliver; ESPÍRITO SANTO, Ariadne Peres
A narrative research focused on Environmental Education project towards reflective teachers trainning. Work lasted for two semesters and came to conclusion when teaching practice were taken to basic schooling institutions in the outskirts of Belém, State of Pará, Brazil. University students in trainning wrote reports indicating which elements were most perceived and valued as well as which meanings were attributed to practices in the classroom. Study observed four categories of analysis: the role of a more experienced professional partner; feelings experienced by those involved in the reseach; meanings attributed to the experience; en developments and difficulties observed throughout. Analysis identified the construction of a new trainning culture; problems in teaching cureer; production of professional knowledge; and reflective attitudes.
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Instrução por modelagem de David Hestenes: uma proposta de ciclo de modelagem temático e discussões sobre alfabetização científica
(Universidade Federal do Pará, 2016-07) SOUZA, Ednilson Sergio Ramalho de; ROZAL, Edilene Farias
The pedagogical work with mathematical modeling assumes investigate situations of reality. However, mental models formed from the contact with the experiential world are generally incompatible with the conceptual models. So David Hestenes supports the view that one of the biggest challenges of teaching and learning in science and mathematics is to coordinate conceptual models with mental models, which led to the elaboration of a didactic in mathematical modeling: Modeling Instruction. Our goal is to present a proposal for thematic modeling cycle drawn up in hestenesianos assumptions and discuss possibilities for scientific literacy. The main question was to know how to emerge indicators for scientific literacy for the proposed cycle. This is a bibliographic research in order to identify the available literature contributions on the subject and raise the possibility and challenges for the brazilian teaching science and mathematics. Preliminary results indicate that the proposed modeling cycle can develop indicators for scientific literacy of different natures.
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Interações dialógicas na experimentação investigativa em um clube de ciências: proposição de instrumento de análise metacognitivo
(Universidade Federal do Pará, 2018-06) ROCHA, Carlos José Trindade da; MALHEIRO, João Manoel da Silva
This article aims to present propositions of analysis instrument with metacognitive potential focused on discursive interactions through experimental investigative activities in a Science Club. The proposal is articulated with the experimental investigative actions of the Club as a community with investigative stance in its didactic approach (seven steps). The qualitative approach conceives new trends in active methodologies for the development of epistemic practices with more general interactive forms of the discursive process based on metacognition. To this end, the instrument makes possible the application of analysis and pedagogical intervention in Inquiry based Teaching sequences (IBTS), through problem solving. The proposition execution intends the work in an interactive and collaborative way, in order to try to analyze the understanding of the complex dynamics involving dialogic interactive processes that has motivated the development of research related to the discourse between teachers and students, and its impact in the conduction of arguments in the context of science education.
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Licenciatura Integrada em Educação em Ciências, Matemática e Linguagens da UFPA: memórias institucionais de um processo de implantação de curso
(Universidade Federal do Pará, 2016-07) MACHADO JÚNIOR, Arthur Gonçalves; GONÇALVES, Tadeu Oliver
Describe the implantion process of the Pedagogical Project of the Course (PPC) that gave rise to the course of Licentiate Integrated in to Science Education, Math e Languages (LIEMCL) of the Institute of Education Mathematics and Scientific (IEMCI) University Federal do Pará (UFPA). Initially, make a summary of the history of the proponent of the course, the Core Pedagogical of Scientific Development Support (NPADC), highlighting actions and guiding principles responsible for their actions formers. Present, in sequence, demands imposed to NPADC as result of a culture of continuous formation of teachers at various levels: update; improvement; specialization; master's degree and doctorate degree. Then, put in focus the deployment process of PPC, highlighting the challenges faced in its approval, as well as, introduce elements that characterize and differentiate from other educational projects of degree courses, this level of education, in operation in the country. To support the narrative present throughout the text, make use of documents-interviews, crafts, minutes, ordinances – that help me counting this trajectory, with routes and the mishaps present in PPC implementation. And, to characterize this process, the title of conclusions and final thoughts, highlight clashes, coming and goings, regarding the demands imposed on the new course.
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Menos com menos dá menos, menos vezes menos dá mais: problemas de tradução?
(Universidade Federal do Pará, 2018-07) COSTAS, Dailson Evangelista; MORAES, Mônica Suelen Ferreira de; SILVEIRA, Marisa Rosâni Abreu da
This work has the objective of gathering some of its didactic texts in English into the language, in some instances of teaching and learning, in particular, highlighting, subtracting, multiplying and with positive and negative lots. We seek scholars in translation from the perspective of philosophers, mathematicians and mathematical educators with the purpose of having theoretical references to analyze a translation from the pedagogical point of view. For this, do companies need to acquire, improve, and subtract with multiplication and division, between positive and negative numbers? The methodological meanings taken from theoretical points of view (GRANGER, 1989), the use of symbolism (WHITEHEAD, 1987), the Greek episteme (LIZCANO, 1993), and above all rules and agreements (SEGATTO, 2010). The results of the research are pointed out as usual rule of thumb, preferably, unlike what happens with a single formula of rigor in translation. way of solving it. We also noticed that there are some problems of translating the natural language into a mathematical language and vice versa.
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Olhares sobre tendências: o norte de minha práxis
(Universidade Federal do Pará, 2005-06) SANTANA, André Ribeiro de