Programa de Pós-Graduação em Educação em Ciências e Matemáticas - PPGECM/IEMCI

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2290

O Programa de Pós-Graduação em Educação em Ciências e Matemáticas (PPGECM) faz parte das atividades do Instituto de Educação Matemática e Científica (IEMCI), antigo Núcleo de Pesquisa e Desenvolvimento da Educação Matemática e Científica (NPADC) da Universidade Federal do Pará (UFPA). O PPGECM visa oferecer aos graduados e formadores de professores das áreas de Ciências (Física, Química e Biologia), Matemática, Educação Ambiental e áreas afins, oportunidade de estudos e pesquisas sobre os fundamentos atuais do ensino e pesquisa na área de Ensino de Ciências e Matemáticas (Área 46 da CAPES).

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1978: letramento científico e consciência metacognitiva de grupos de professores em formação inicial e continuada: um estudo exploratório
(Universidade Federal do Pará, 2015-04-15) GOMES, Ana Silvia Alves; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
This study investigated the scientific literacy skills and metacognitive profile of basic education teachers and students of undergraduate courses, using two newly produced instruments: Test of Scientific Literacy Skills (TOSLS) and the Metacognitive Awareness Inventory (MAI). Specifically they were investigated possible correlations between metacognitive skills and scientific literacy, checking and comparing different types of metacognitive skills and scientific literacy for current and future teachers, and evaluate the psychometric and possible improvements of the instruments qualities. The work is based on contemporary research on scientific literacy and metacognition, in particular, studies that aimed to investigate how these skills are developed by teachers of science and mathematics. The results obtained with the implementation of the instruments on a sample of twenty three undergraduate and twenty practicing teachers, indicate that 74% of the sample does not have an adequate level of scientific literacy, despite declaring that frequently use different metacognivas strategies study and plan lessons. Significant statistical correlations were also found between the scores of TOSLS and MAI, ie. metacognitive skills and scientific literacy skills were not correlated. It shows the rupture of key skills with lower rates of success, arguing about their possible causes and mitigation measures for identified problems and suggests future research possibilities using the instruments.
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1984: Organizações didáticas nos livros didáticos nos anos iniciais do ensino fundamental: o caso da noção de raciocínio combinatório
(Universidade Federal do Pará, 2016-12-20) MORAES, Guilherme Motta; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
The aim of the research was to analyze praxeological (PO) organizations around the mathematical object Notion of Combinatory Reasoning in two collections of textbooks from 1st to 5th year of EF, used in schools in the city of Belém / PA. This made it possible to highlight and characterize the didactic organization of mathematical knowledge, based on the didactic books approved by the National Textbook Plan, 2013 and 2016, as well as the National Curriculum Parameters, the Book Review Guidebook National Curriculum Reference Matrix for this year of schooling (1st to 5th year of EF). In this sense, to study this object, the Anthropological Theory of Didactics, proposed by Yves Chevallard is adopted as theoretical reference, and a methodological approach is made based on qualitative research, carried out through the bibliographic study. The results of this research highlight some important issues, such as: the focus of the two collections of textbooks based on the resolution of activities, in a purely classical approach. We observe a change in the technique to calculate the proposed activities, from a point organization to a local organization, and also that the tasks and techniques related to the calculations of possibilities and numbers of combinations have not changed. Over the years in both collections of textbooks. Thus, the praxeological organization around these two collections of didactic books analyzed according to Gascon are classic.
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1993: formação inicial e subjetividade docente no Centro de Ciências e Planetário do Pará
(Universidade Federal do Pará, 2017-05-05) YANO, Victtor Takeshi Barreiros; CUNHA, André Luiz Rodrigues dos Santos; http://lattes.cnpq.br/9887034270931058; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249
The initial training of physics teachers in non-formal education spaces is little known, especially when one seeks to know how the internship in these educational contexts affects the subjectivity of the graduates, thus contributing to their professional development. In the present research, I aimed to interpret the subjective senses about the stage, which were carried out by undergraduates of the Licentiate course in Natural Sciences with qualification in Physics, in the Center of Sciences and Planetarium of Pará. González Rey. Seven graduates of a state public university, ranging in age from 19 to 22, participated in the study. I carried out the qualitative research, starting with the dialogue with the subjects and understanding the study of singular cases as a legitimate instance of the production of scientific knowledge. I used the questionnaire, sentence complement, essay and semi-structured interview as instruments. From the information obtained, I constructed indicators, which enabled me to interpret the subjective senses related to the stage in the CCPP. Although they present different configurations of subjective meanings, future teachers think that the CCPP stage, by facilitating interaction with the counselor, colleagues and different types of public, favors their plans for the future, motivates for teaching practice and for the creation of Methodologies that articulate theory and practice. They also understand that the internship contributes to building their professional identities and prepares the future teacher to establish a collaborative relationship between formal and non-formal education spaces. Thus, I believe that the Center of Sciences and Planetarium of Pará contributes to the initial formation of Physics teachers, providing experiences that facilitate the production of new subjective senses about the knowledge and motivation necessary for the exercise of the profession and the type of professional they want to be.
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Alterações e recombinações praxeológicas reveladas por professores de matemática do ensino básico em formação continuada: a partir de um modelo epistemológico alternativo para o ensino da álgebra escolar
(Universidade Federal do Pará, 2017-04-05) PEREIRA, José Carlos de Souza; Nunes, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
This research aims to develop a course of study and research with teachers of basic mathematics, aiming to promote possible changes and praxeological recombinations in the praxeological equipment objectified of these teachers submitted to the study of an alternative epistemological model for school algebra. The Anthropological Theory of Didactics (ATD) is the main theoretical model that bases the structural basis of the research. The theoretical elements of the ATD guarantee a consistent methodological path and, mainly, the methodological praxeology of the Parcours d'Ètude et de Recherche (PER), presented by Chevallard. The continuous training process was carried out, initially, with twelve teachers of basic mathematics and finished with seven teachers. The PER methodology guided this training process, consisting of eleven sessions. These sessions were filmed and recorded in audios and parts of those recordings were transcribed in the textual form. The analysis of the material obtained in these sessions reveals the ostensible didactic memories and the objectification of the praxeological equipment of the math teachers who participated fully in the process of continuous formation. The consistency of the objectification of the praxeological equipment of the teachers who elaborated and presented their proposals of classes to teach polynomials in the eighth year of elementary school revealed the possible praxeological alterations and recombination that the study of the Alternative Epistemological Model promoted in praxeological equipment and practices Teachers of these math teachers. The formulation of the answer to the guiding question of the thesis, followed the praxeology that we propose in a minimal model for the formulation of answers, in the context of the research praxeology of the ATD.The results of the research show that our two hypotheses were confirmed by the analysis that we made of the transcripts of the statements of the six teachers who presented their class proposals, as well as the written preparation of these same proposals.The confirmation of both hypotheses guarantees the proof of the thesis. In the conclusions and perspectives are the outcomes of all process of the methodological praxeology employed in this research.
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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/ 0000-0002-2704-5853
This 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.
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Argumentação no ensino e aprendizagem de matemática básica: uma metapesquisa
(Universidade Federal do Pará, 2019-09-26) MELLO, Addelia Elizabeth Neyrão de; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
The objective of this research was to analyze researches at the level of dissertations and scientific articles published from 2014 to 2018 in Brazil that addressed the practice of argumentation in elementary school. In order to meet the research goal, data were collected from the catalog of theses and dissertations of the Higher Education Personnel Improvement Coordination in order to synthesize ideas, investigate contributions, classify and find similarities and point out possible divergences between researches. The research is qualitative in nature and followed the guidelines for reading, analysis and interpretation of texts and conducted on Academic Master's dissertations produced in Brazil, as a meta-analysis, whose research was raised and selected from the research summaries found. The research results presented according to our identification and classification criteria point to the need for more research on the theme related to the argumentation approach in the teaching and learning of mathematics, either in elementary school or higher education, especially doctoral research.
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A calculadora científica na transição de artefato a instrumento: uma abordagem instrumental nos cursos de engenharia
(Universidade Federal do Pará, 2016-12-16) SOUSA JÚNIOR, Mario Alexandre de; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
The present study investigated the use of the scientific calculator in the transition from artifact to instrument in the study processes around the Differential Calculus of the first semester of Civil / Electrical / Mechanical Engineering courses at a private university in the city of Belém-Pará. The activity analyzed was designed to provide the use of the Casio fx-82MS scientific calculator. The research took the form of a case study. To achieve this objective, a workshop was first proposed to evaluate the students' experience in using the calculator and, a posteriori, to apply activities involving Differential Calculus and from the point of view of Instrumental Genesis in order to establish its role In a process of construction of knowledge, so the results were analyzed to the Situation (s) of Instrumented Activity (s) - SAI, in order to analyze actions of instrumentation. Based on the activities, we observed that the majority of undergraduates did not know the scientific calculator and its resources until the realization of the workshop, getting to know it during the activities as they appropriated their resources to carry out the activities of notions of Calculation Differential, potentiating it from artifact to instrument.
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O campo multiplicativo no âmbito institucional: das praxeologias sábias às ensinadas
(Universidade Federal do Pará, 2021-07-01) FERREIRA, Jorge Williams Cunha; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
The present study aims to analyze the multiplicative conceptual field in the institutional scope, from the wise mathematical praxeologies concerning the referred object of study in question to its didactic transposition in terms of knowledge to teach in the school institution. To this end, in the light of the Conceptual Fields Theory and the Anthropological Theory of the Didactic, we conducted a descriptive analytical study of praxeological organizations inherent in two mathematical works from the academic-scientific literature, the institutional conditions imposed in the curricular design prescribed to basic education in connection with the multiplicative field materialized in the Common National Curricular Base and, finally, an analysis of the diffusion of mathematical objects constituting the multiplicative field in terms of competences/conceptions inherent to the respective praxeological organizations arranged in a collection of mathematics textbooks for the initial years of schooling approved by the National Textbook Plan for the year 2019 for the municipal education system of Belém do Pará. We point to the need of a convergence between nuances related to epistemologicalconceptual aspects of mathematical objects and their relations with cognitive processes between subject and mathematical object in face of the diffusion of didactic-mathematical paxeologies in the school institutional scope.
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Cartografias experienciais de formadores de professores de matemática: consciência de si e autoformação
(Universidade Federal do Pará, 2018-05-03) BELO, Edileusa do Socorro Valente; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
The personal dimension of the teacher is considered a constituent part of his professional identity, however, in what sense do personal experiences affect and transform our pedagogical practices? This research aimed to investigate the experiences of formers of mathematics teachers, seeking to understand self - formative processes produced by the formers from the reflection on their experiences. In order to achieve this, I developed the research with two formers of mathematics teachers from the Universidade Federal do Pará, which I followed in the courses Calculus I and Introduction to Real Analysis. I participated in their classes, recording them in audio and video; I used the field diary to record aspects of their practices, and then, when analyzing the field texts, understand the constituent experiences of their practices. From this, I propose dialogues with the formers seeking to delineate reflections expressed by them when questioned about these experiences. In methodological design, I opt for narrative research because of its characteristics of understanding the experiences and the emphasis on the continuity of these experiences throughout the subjects' lives. With the corpus of the research, I use Discursive Textual Analysis to perceive units of meanings and to construct analytical categories, called Experiential Nuclei. I argue that the process of teacher training of mathematics teachers can be motivated by the awareness that their experiences reflect, constitute and integrate their pedagogical practices, thus enabling teaching in higher education in mathematics based on the dialogical sense assumed by them, as subjects of themselves and their pedagogical practices. The research showed that in the pedagogical practices of the formers there are experiential nuclei that work as base elements /beacons for they deal with the student, with the mathematical knowledge, with the evaluative practices, in addition to everything that involves the teaching processes and that, when reflecting about their experiences, recognizes them as important substances to their current practices. So, (self) formative proposals directed to formers of mathematics teachers should consider the experiential nuclei and the knowledge of them emerging, because such knowledge consist the integral relations of the educational process of the formation of mathematics teachers and that, when developing a permanent process of critical reflection on their experiences, take on their self-learning process. As a result of the research process, I present three formative proposals based on experiential aspects evidenced by the research: Challenges outside the comfort area; The power of dialogue for self-awareness; and; Self-training through reflection on teaching practice.
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Clube de ciências da Universidade Federal do Pará: ensino de ciências e divulgação científica: um estudo iconográfico antropológico narrativo
(Universidade Federal do Pará, 2021-08-04) BANDEIRA NETTO, Felipe; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
I seek in this dissertation to analyze epistemological and historical aspects of science teaching at the Clube de Ciências da Universidade Federal do Pará - CCIUFPA. For this, I make use of photographic images of the collection of the Clube de Ciências and the personal collection of teachers and coordinators graduated from this training space. In this research, I begin with my first contacts with photography, which is designed since my childhood in Quilombo de Mangueiras, located in the Ilha do Marajó, in the city of Salvaterra, in the Estado do Pará, until the current moment of this master's research. The problematization of this research occurs through memorialistic reports evoked from photographs of people who lived the CCIUFPA in different times. For the analysis of speeches and images, I make use of relevant theoretical elements that help me in the collection of information and in the construction of data. I seek anthropological theoretical contribution in the thinking of theorists such as Geertz, Campos, Bourdieu, Kossoy, as well as Hine and Turkle to discuss virtual anthropology. As this is a qualitative research in the narrative modality, I take the theoretical perspective of Clandinin and Connelly. For the analytical movement, I make use of the discursive textual analysis of Moraes e Galiazzi. As the research took place during the Covid-19 pandemic, caused by the Sars-Cov 2 coronavirus, part of the interviews were conducted virtually, and to respect scientific limits, I make use of theorists who assist me in this process. The analytical movement made it possible to build two categories dealing with Scientific Initiation and Scientific Communication in the historical trajectory of science teaching at CCIUFPA.
Acesso aberto (Open Access)
Condições favorecedoras da criatividade no ensino e aprendizagem de professores estagiários no Clube de Ciências da UFPA
(Universidade Federal do Pará, 2018-08-03) SILVA, Denise Souza da; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249
Among the different types of learning I emphasize creative learning, as a desirable process in the educational field, but still little understood. Research on the creative learning of teachers in initial formation, on the contribution of individual and / or institutional subjective aspects, as well as on situations in which creative learning emerges in the collective work is rare, being investigations that take place in non- formal. In this sense, I aimed in the present study to contribute to the understanding of the conditions in which creativity emerges in the process of learning of and for teaching, of trainee teachers of the UFPA Science Club, in the context of their pedagogical practices. In this study, I assume a process definition of human individualization in its individual and social strata, in view of a new search for a new original and faithful meaning, anchored in the subjectivity theory of González Rey, Mitjáns Martínez and collaborators, in a historical-cultural perspective. The research was based on Qualitative Epistemology, which characterizes the production of knowledge as a constructive-interpretative, dialogic process and of valuing the singular in the production of knowledge. Four trainee teachers participated in this qualitative research, who worked in a class of 6th and 7th years of Elementary School, in the Science Club of UFPA. For the construction of the information, I used different instruments, including phrases, writing, interviews, informal conversations and observation. As a result of the analysis, I present indicators of the subjective senses that the trainee teachers produced in narrating and reflecting on an experience they had in carrying out a specific teaching activity. Their expressions indicated subjective resources that they developed in the Science Club and in other contexts, guiding their individual and collective actions, thus favoring conditions for the emergence of creativity in the process of learning to and from teaching in their initial formation. They also point out that the social subjectivity of the UFPA Science Club constituted the individual subjectivity of each participant and of the team itself, so as to integrate subjective configurations of the action of the trainee teachers, understanding that they were conditions conducive to the emergence of creativity in the course of the process of the planning, realization and evaluation of said teaching activity.
Acesso aberto (Open Access)
As configurações subjetivas de docência e suas transformações no decorrer da trajetória profissional de professores de ciências e biologia
(Universidade Federal do Pará, 2017-10-17) SERRÃO RESQUE, Marciléa; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/0000-0003-1307-1249
The professional teaching trajectory is a field of study that corresponds to one of the main thematic of analysis on the professionals of the education, due to the preoccupations with the processes of teacher formation amid the challenges of the contemporary educational scene. In general, this theme has been studied in the scope of research on life cycles, which often highlight the similarities and regularities present in the professional career of teachers. This research, in a different way, seeks to understand the professional trajectory as a singular and subjective process. For this reading, I bring as main theoretical reference the Subjectivity Theory of Fernando González Rey (2003). I use the categories of subjective sense, subjective configurations, individual and social subjectivity to understand the transformations that occur in the configurations of subjective senses of teaching in different moments of the professional career of three professors of science and biology. I defend the thesis that analyzing the professional trajectory of teachers based on this theoretical framework allows the understanding of the rupture movements and the creation of subjective senses about teaching in science and biology that are produced in the different contexts of personal and professional life. To support the study, the research is aligned with the qualitative approach, taking as a methodological approach the Qualitative Epistemology of González Rey, which defends the eminently constructive and interpretive condition of the research. The information was constructed using sentence complement, open questionnaire, individual interviews and informal conversations. I present the constructive-interpretative analysis of the trajectory of three professors of science and biology, in the form of case studies. For this study, I opted for the transversal analysis method, which organized the professional course of teachers in three main moments: 1) The options for teaching; 2) The entry into the teaching career and the initial years and 3) The present moment. The subjective meanings related to each moment were interpreted from indicators constructed from the expressions of the subjects. The results point out that different subjective configurations of teaching are built at different moments of the teachers' professional trajectory and they constitute the basis of motivation for teaching in science and biology. The transformations in the configurations resulted from the ruptures and creations of new subjective meanings engendered from the personal histories of the subjects in permanent dialogue with their current context of action. The research also pointed out that the shared and collaborative exercise of teaching, the construction of forms of resistance to the dominant representations of the profession and emotional experiences during the trajectory, are important for the configuration of subjective senses of valorization of teaching in science and biology.
Acesso aberto (Open Access)
A construção de saberes docentes no desenvolvimento de práticas investigativas
(Universidade Federal do Pará, 2017-03-13) PAIXÃO, Luciana Aguiar Silva; Parente, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
This research was to investigate the teaching knowledge of science teachers, with the objective of answer the following question: Which teaching knowledge are produced in the development of an investigative practice? I take the qualitative research. Four teachers were identified, who developed investigative practices in their teaching. Their actions were carried out in different locations in Brazil State of Para: Abaetetuba, Inhangapi and Islands Region. These subjects were interviewed and explained how the experience. The data produced were analyzed based on the guidelines of textual and discursive analysis. In this way, it was possible to identify the knowledge produced. I organized the analysis process into five axes, to know the subjects in different aspects, in particular their knowledge. The Knowledge produced, from investigative practice, was constituted through the relationship with the students, with school and community, however, moved by a particular history of formation and life history, besides the desire to provide to students that which, in the view of the subjects, was denied them in their schooling process. I demonstrate teacher knowledge built from experiences with the investigative practices experienced in the course of basic schooling, as students, during the initial formation and in the exercise of the profession. These knowledges express understandings about science, subject formation and the teaching and learning process. This study showed that the development of investigative practices potentiates the construction of knowledge, showing itself as an important tool for the training of science teachers.
Acesso aberto (Open Access)
Contribuições epistemológicas do cálculo diferencial e integral I para o curso de licenciatura em matemática
(Universidade Federal do Pará, 2021-04-15) FERREIRA, Francisco Fialho Guedes; ROCHA, Maria Lúcia Pessoa Chaves; http://lattes.cnpq.br/4291670232604529; https://orcid.org/0000-0002-8022-2601
This work has as object of research the academic formation in Degree in Mathematics, with focus of study in content of the Differential and Integral Calculus I (DIC-I), for the formation of future teachers of Basic Education of the students from the Federal Institute of Education, Science and Technology of Pará (IFPA). The question that motivated the research was “what way the Differential and Integral Calculus I contribute to formation of future mathematics teachers in Basic Education?” The aim this study is to analyze the epistemological contributions of the DIC-I for the training of students of Degree in Mathematics course for Basic Education. The methodology used in the research was qualitative, based in surveys on the issue addressed in databases, in the SOLO Taxonomy, in the MQ2 Model and in the Collective Subject Discourse, with a view to an analysis on the epistemological contributions of the DIC - I to formation of future mathematics teachers in Basic Education, from the perspective of: student learning; subject contents; and teachers' speech. The search results were systematized as of indicatives pointed out by the researched theses and dissertations, by the elaboration and use of a quantitative/qualitative analytical model MQ2 , by the analysis of questions that interconnect mathematics of Basic Education with DIC -I, and the Discourse Collective Subject developed from the speech of a group of teachers of that discipline. These discussions have their development presented in chapters 2 and 5 of this thesis, whose relevance is in the viability feasibility of check the qualitative / quantitative level of epistemological contribution to formation of future mathematics teachers in Basic Education, which suggest that we have that give a direction for DIC -I, in other words, look at interested in the discipline. To refer answers to the question formulated initially, we confirm the thesis that the DIC-I contributes epistemologically to formation of future mathematics teachers in Basic Education, however, is very importance that some questions are resolved for that this discipline be molded to the interests whose need to learn it.
Acesso aberto (Open Access)
A dimensão subjetiva do aprender na formação para a docência interdisciplinar: um estudo de caso no Clube de Ciências da UFPA
(Universidade Federal do Pará, 2022-06-10) RIBEIRO, Rosineide Almeida; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/6500775506186127
Acesso aberto (Open Access)
Do lago do segredo ao segredo da escola: experimentações formativas no ensino de ciências em diálogos com a tradição
(Universidade Federal do Pará, 2021-03-05) ROCHA, Nádia Sueli Araújo da; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
Whereas the sociocultural relevance of the traditional knowledge in the context of the Segredinho community belonging to the Municipality of Capanema in the Pará State of the northeast Pará, it is the object of the present study from the knowledge related to artisanal fishing and the myth originated in Segredo Lake, environment natural, which adds science, culture, and history. The composition of these elements gave rise to the following research question: how are the relationships between traditional knowledge and scientific knowledge configured in Science Teaching at the school of the Segredinho community? Taking into account that the dialogical relations between traditional and scientific knowledge are fundamental for Science Teaching based on the diversity and multidimensionality of knowledge. Thus, this thesis aimed to understand the relationship between scientific knowledge and the traditional knowledge of the Segredinho community in Science Teaching, considering a view to the formation of teachers in the perspective of the dialogue between this knowledge. In order to understand these relationships, this study was supported in qualitative research in the form of action research in which six (06) residents, three (03) teachers from the community school, who worked in the early years of Elementary School were involved in the multi-series modality and two (02) school students. Science Teaching was perceived through the transmission of content, the lack of articulation with the knowledge of tradition, and the memorization of didactic concepts. After analyzing and problematizing the teaching practice carried out at the community school were formative meetings were developed with the teacher 4th/5th year (multi-series) of Elementary Education, considering training such as a construct for the re-signification of practice and the renewal of teaching. These formative meetings weredeveloped from a dialogical perspective considering the complexity of being and knowledge involving. I addition to the teacher, a resident and the students who experienced a pedagogical action based on the development of the entitled didactic sequence, Fish: from myth to food in which it was possible to dialogue the different knowledge in Science Teaching. In order to the construction of relationships between knowledge is essential for teacher and student training based on complexity, respecting the different readings of the phenomena and the variety of ways of life and culture in which the subjects are involved. Which consequently reverberates in a dialogical Science Teaching and built on the knowledge integrality.
Acesso aberto (Open Access)
Ecologia do saber: o ensino de limite em um curso de engenharia
(Universidade Federal do Pará, 2015-06-19) FERNANDES, José Augusto Nunes; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337
This research falls in line with the Epistemological Program in Didatics of Mathematics from the work of Guy Brousseau, having as theoretical reference Yves Chevallard's Antropological Theory of Didatic. The research question has established itself from a real educational problem, experienced by a professor of Differential and Integral Calculus of a civil engineering course, when the Calculus I course was replaced by another with a different name and more topics to teach, offering However, half the teaching time of old. Due to these modifications, the teaching of the limit of a real function of a real variable suffered changes and its dispensability started being questioned. The investigation of practices with Mathematics in an undergraduate course, and the researcher proposes a heuristic model for ecological educational analysis that enables the identification of the functionalities of the researched mathematical object, such as its niche, in the Civil Engineering teaching ecosystem habitat. The empirical components were obtained from the immersion held in the institution of higher education, user of mathematics, when the course's Pedagogical Project was researched, teachers were interviewed and reference works and practices were analysed based on the proposed model. The didactic praxeologies involving the limit of a function were analysed based on the proposed model. The analysis found the "life forms" of the researched mathematical object, which allowed the understanding that justifies the indispensability of its teaching in the researched ecosystem, but which also suggests transpositives that are necessary because of the ecological differences between the producing and consumer institutions of this knowledge.
Acesso aberto (Open Access)
Engenharia didática reversa como um dispositivo de formação docente para a educação do campo
(Universidade Federal do Pará, 2019-12-06) SILVA, Renata Lourinho da; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337
This research proposes the reverse didactic engineering methodology as educational formation device for field education with purpose of building answers for the integration problems of knowledge discipline with field non knowledge discipline, under study course understanding and research as development methodology of didactic transposition processes and, in consequence, as ways provider of teacher formation under theory understanding of Yves Chevallard’s didactic transposition. The importance of relating the school timing with the community timing in an integrated way, it is also considered necessary and fundamental for the initial and continuous formation teachers courses for field education, by constituting one of the bases that stands field education, according to the Operational Guidelines for Basic Education in Field Schools (DEOBEC) when it emphasizes the difference of teaching for field education from other regular teachings. A research about the usage of "matapi" was accomplished involving teachers in continuous formation, two "matapi" producers from Pacuí de Cima community, in Cametá, besides the study and investigation directors. The reached results are exciting for the accomplishment of future researches, considering that they confirm the hypotheses for the case of the accomplished research because it shows that the school timing with the community timing unit in one, which is the study timing, by the integration of cultural knowledge, which as, knowledges discipline (mathematics, portuguese, geography, science, and others). All in knowledge reconstruction pointed out didactic transposition process, just as we contribute with the community sustainable development. Besides, the results indicate that the methodology of the reverse didactic engineering can also be used in all courses of teacher formation.
Acesso aberto (Open Access)
Entre viagens e viajantes: compreendendo espirais de experiências de licenciadas em matemática no estágio curricular supervisionado
(Universidade Federal do Pará, 2018-06-23) BARROS, Roseli Araújo; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853
The present thesis accosts the Mathematics Teacher Formation in the Supervised Curricular Internship's context. In this study, I seek to understand seven students' experiences during the Mathematics Internship, while students in a public university in the Inland State of Goiás. The qualitative approach investigation, in a multi-referential perspective, falls within the scope of methods (auto) biographical considering the oral and/or written narratives from the mathematics undergraduates. The instrument for gathering data were: (i) final mathematics internship reports; (ii) narrative interviews; (iii) memorials; (iv) shared memories and conversations, which was an opportunity for the research participants reflect on the way of being in the world, with yourself, with others and nature. The narratives were analyzed by comprehensive-interpretive analysis, methodology who was proposed by Souza (2014), but I also consider the Jovchelovitch and Bauer's (2002) contributions. However, as from the research corpus and analysis units, it has emerged four categories: (i) Memories and educational trajectories; (ii) between threshold and passage: the internship time in the mathematics teacher; (iii) Initial teacher's formation and Internship: viewpoints, registries and senses; (iv) Internship and initial itineraries. These categories above were represented by an analysis spiral that simulates the cyclic movements, continued and unfinished of the senses ascribed by research participants during their experiences in the Mathematics Supervised Internship. Schematize it as spiral was possible because the past and present events are interlaced in different steps, even though the experiences don't happen in isolation, they're still historically together. The analysis spirals of categories reaffirm the idea, announced by me, that when mathematics undergraduates speak, listen, read and write about their formation and life history, they develop learning about teaching, which, in this study, it was built in a spiraling movement. These moments were reflected in a specific way and were important to the experience throughout life and formation. Nevertheless, the research participants narratives showed some issues: (i) The schooling trajectories reveal feelings, comprehensions and individual meanings from the memories reference, history and social relations established by the participants in their contact with the school and the mathematics; (ii) The transition from student to teacher's role and vice versa. This action is an inverted symmetry (MELLO, 2000), which it's not simple and means to understand the fact that teaching practice is complex; (iii) The time in the internship reserved for the teaching practice is inadequate to experience a future professional environment. Based on it, some aspects of teaching formation is not seen, such as the teacher-student relationship, the affinity between students and content, students who need pedagogical support and face difficulties, assessment of learning, etc;. (iv) There are some aspects that make teachers leave the profession, for example, the difficulties associated with profession precariousness, a lack of opportunity for teaching practice, low wages and low chances for personal ascension. Therefore, this research denotes the need for a restructuration of internship curricular to attend the needs of mathematics teacher formation. It will allow them to use the theory and practice to elaborate the knowledge needed for teaching.
Acesso aberto (Open Access)
A escolarização da matemática nos grupos escolares paraenses (1899-1930)
(Universidade Federal do Pará, 2017-03-03) FORTALEZA, Francisca Janice dos Santos; ROCHA, Maria Lúcia Pessoa Chaves; http://lattes.cnpq.br/4291670232604529
To consider the representative of formation of know elementary mathematician to history mathematic’s education, this dissertation have with objective indentify the process of scholarity of mathematic’s in paraense Scholar Group in period understood between 1899 and 1930 years ago, focalizing the mathematics’s knows destined to Scholars Groups in this period, the indications methodological for itself teaching and the happening (or no) of vulgata phenomenon between the programs studied, consider as mathematic’s scholarity the regulate process for rules that was fundamental the institutionalization of Arithmetic, Geometry and Draw, establishing the forms as this knows was teaching and was practicing in schools. For formality this study, we utilize as reference source of search. The programs of teaching primary in implemented in state of Pará in 1903, 1910 and 1929 years ago, like we elect with foundation theoric-methodologic the history of school’s subjects, that we do outdo the cultural history too. To collect the teaching primary program select as reference source of search us note that the mathematic’s knows, constant itself is reference to Arithmetic and Geometry in program of 1903, 1910 and 1929 years ago to Draw in programs of 1910 and 1929 years ago. The history that here we writing for represent the scholarity of mathematical in period indicate, show that the indications methodological destined to teaching of mathematic’s knows in that say regard the Arithmetic, Geometry and Draw, both be connect with the intuitive method teaching. In these period, was established that the teacher was utilized concrete material that were of knowledge of students for awake youself interest and viable the process of abstraction of knowledge that was teaching. In that history, too be in that knows of Arithmetic of three program was very similar, and also the of Geometry and the of Draw, that us allow indicate the happening of phenomenon of vulgata between the Arithmetic, Geometry and Draw program of respective, complement primary course, the that evidence that the in period of 1899 to 1930 the Arithmetic, Geometry and Draw program to this course was similar, being a with reference for elaboration of other. To find this happening, is possible declare that the mathematic’s scholarity in paraense scholar group between 1899 and 1930 keep stable, obeyeding the even directions of contents and methodological lead for teaching of program adoptee for in this period.