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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Avaliação das aprendizagens: uma possível articulação entre avaliação somativa e formativa em matemática
(Universidade Federal do Pará, 2022-11-16) BRAYNER, Conceição de Nazaré de Morais; BORRALHO, António Manuel Águas; http://lattes.cnpq.br/3404547486428285; https://orcid.org/0000-0001-6278-2958
This research emerged from the need to study pedagogical evaluation and also on how teachers use external evaluation to improve mathematics teaching in the early years. The investigation was developed with a qualitative approach of an interpretative nature, in the form of a collective instrumental case study. The general objective of the research is to analyze how teachers use external evaluation to improve their teaching practices in mathematics in the early years and the thesis presented is that the practice of evaluation in an articulated perspective can consolidate the relevance of pedagogical evaluation for the improvement of student learning and education management. Dimensions such as summative assessment, formative assessment, mathematics teaching and external assessment are analyzed, as well as an articulated perspective of assessment in the classroom. The empirical data were the object of a content analysis guided by a reference matrix, elaborated with the theme of evaluation, present in the dialogues with the researched teachers and in the theoretical framework adopted on internal and external evaluation. We considered in the research that external evaluation has subsidies that can be considered in the pedagogical evaluation process and that it should be at the service of improving students' learning. The data showed that teachers seek to know the results of external evaluation and are concerned with students' performance in mathematics and also, in a non-formal way, pedagogically analyze external data and make connections with the organization of teaching, learning and internal evaluation of the school. They commonly understand evaluation as a diagnostic function and recognize the need for theoretical deepening in Mathematics. They share with the school team the planning of teaching and assessment practices to improve student performance in external exams and point to the perspective of developing assessment practices that are at the service of improving student learnin.
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Caminhando entre saberes docentes na ilha de fora: a tradição, o científico e a experiência
(Universidade Federal do Pará, 2021-05-21) MELO, Veruschka Silva Santos; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
This is a research-training, of a qualitative nature, in which I work on continuing education in a socio-biodiverse context, in the locality called Ilha de Fora, located in the municipality of Curuçá. My goal was to build, based on non-formal teaching spaces, a dialogue between the scientific knowledge of tradition and experience. So, who accompanies me in this research are three teachers from the initial years of Basic Education who were born and work in the place where the research took place. I highlight these two criteria for the interlocutor’s selection: origin and performance in their respective communities because they understand that these two points are fundamental for these teachers to know their community, in its various aspects (social, economic, cultural, educational, among others) and act as teachers in their communities, because they, in my view, will have more facility to connect the knowledge that I seek in this research. In order to carry out this research I appropriated the (self)biographical narrative and developed a training design through research-training by using field texts such as: semi-structured interview (audio-recorded); audio recordings of teachers’ narratives during science classes in non-formal (individual and collective) spaces, field diary (researcher and teachers’), in addition to my interventions, which I call continued Education among knowledge: tradition, science and experience. In possession of the transcripts of the audios and the interview, I construct my three axes of analysis called, i) “Walking with... Being reflective to become aware of the Science teaching I do in Ilha de Fora”. ii) “Walking through... Science teaching practices in non-formal spaces, spotting new practices, connecting new knowledge” and iii) “Walking towards... A formation in the non-formal space in which there is symbiosis between scientific knowledge, tradition and experience”. Through this weaving I glimpse formative points that enable science classes in unique non-formal teaching spaces. They are: “training for complementarity: science classes in non-formal spaces in symbiosis” and “Interdisciplinary collaborative learning”. I also bring, at the end of this text, a product built from this thesis, this product comes with the aim of offering teachers and future teachers a guide for their pedagogical practices in non-formal teaching spaces in which the knowledge of tradition, scientific and experience complement each other.
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Uma cartografia das sexualidades: entre linhas e mapas dos afetos na escola
(Universidade Federal do Pará, 2016-11-16) SANTOS, Helane Súzia Silva dos; BRITO, Maria dos Remédios de Brito; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
Sexuality is a classic theme, on the theme there are several studies with different theoretical perspectives. In this thesis, which is found between nonuniversalizing lines, it is present. It is argued that sexuality is thought of as a desiring machine, drawn by flexible, molecular and escape lines, which fissure the segments consolidated by the school machine, configuring leaks, resistance processes, as well as an aesthetic and a politics of existence, That in-between spaces of the school empower other ways of feeling and becoming. It is understood that desire is not lack, but production, creation, invention; Being crossed by social fields and processes of individuation. For the study, it is questioned, how do the bodies experience the sexualities in the inter-school space? The main objective of the study is to experiment with a mapping of sexualities in and between school spaces that enhance other modes of existences beyond identity forms. The study was inspired by the Philosophy of Difference of Deleuze and Guattari, taking them as creative intercessors of readings and thought. The philosophy of these authors is a trigger for ideas. Pragmatically this thesis part of encounters with persons, literature, images, narratives and with the scholar every day in it`s different movements (classrooms, recreation areas, scholar walls surroundings) on basic education institutions at Belem do Para, crossed by the sexuality theme. From those encounters/strengths, are made the sexuality cartography that cross and are crossed by affections. The cartography, being here understood as a procedure, or even, as a composition plan, that`s made by the openings, by intensity zones .Isn`t searched a script as priority that offers a straight path for the test; the cartography gets in a field of virtuosities, because the existing ways configure intensities and movements that are built by assemblages. It`s behaviors are on encounters/affections and it strengths. Those impose quality potency on movements, that are from heights (affections/encounters) and lengths (speed movements, slowness and rest). Open sexuality maps configure the imagegraphys and narrographys that fissure the scholar space putting sexualities as desiring bodies‟ movements. The text invites the readers to enter by the openings and make their own (de)compositions, making others possible vitalities in relation with the sexualities on the scholar under-space.
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Cinema como escola de vida: a propósito das películas de ficção científica
(Universidade Federal do Pará, 2022-02-18) OLIVEIRA NETO, José Augusto de Jesus de; SILVA, Carlos Aldemir Farias da; http://lattes.cnpq.br/7226908910873590; https://orcid.org/0000-0001-5463-1316
The language of cinema presents possibilities that allow us to evoke the human fascination for images, something we’ve inherited from photography itself, and it also provides a multiple, collective and individual experience when we think about the environment where it occurs, be it a movie theater or the screen of a smartphone. These qualities ignite in us the identification-projection, a process through which we project our own selves on the characters who, in their turn, come alive through us. This work reflects on how cinema, through film, promotes learning that goes beyond the action of making school content and scientific concepts didactic, when we amplify the conceptual expression of Edgar Morin of cinema as a school for life. Such a reflection is carried out through bibliographical research starting from Edgar Morin’s studies on cinema and the Brazilian post-graduate scientific production on the topic, especially as it concerns science fiction in the teaching of school science. Eventually, discussing the movie Contagion (2011), we endeavor to understand, through reflections which seek to provide answers to the covid-19 sanitary crisis, what the cinema school of life can teach us through the narrative of a pandemic scenario which projects realities based on the imagery of a future that has already arrived.
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Ciranda lúdica: subjetividade, docência e ludicidade
(Universidade Federal do Pará, 2018-04-05) CUNHA, André Luiz Rodrigues dos Santos; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/ 0000-0003-1307-1249; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
The playfulness is a desirable characteristic of the teaching and learning process, making itself present, in different regularities and in different educational scenarios. There is a polysemy of the term ludicidade and of the varied pedagogical practices that it guides. I defend the thesis that the multiplicity of the subjective senses of playfulness and the ways in which they guide pedagogical practices are produced by the teacher at different moments in his life as part of his school and extracurricular experiences. The present research had as objective to interpret the configuration of subjective senses on ludicity, produced by professors in the teaching of biological sciences, in the School of Application of the Federal University of Pará. Oriented by Subjectivity Theory and Qualitative Epistemology, proposed by González Rey, I realized a constructive-interpretative study with three teachers of this school. The information was produced through phrases complements, writing and a conversational dynamic composed of individual and collective interviews, as well as informal dialogues. I organized the subjective productions of the teachers, constructing indicators of subjective senses and interpreting how the playful was configured in the subjectivity of each teacher. This study made it possible to understand that the way each subjective teacher the playful implies different teaching practices. The subjective senses of playfulness are promoters of motivation, both for students and for teachers. Student feedback is important for playfulness in teacher action. The social subjectivity of the school is fundamental for the production of new playful senses, which are built in interaction with students and other people. In addition to supporting the thesis I formulated, the results of the research indicate the following educational implications: subjectivize playfulness with emphasis on the subject (student) and not on the disciplinary content; understand the playful as a communicative form between teacher and students and creative expression of these subjects; to reaffirm the playfulness as a promotive experience of motivation, in a recursive and inseparable way, both for those who learn and for those who teach; enjoy the playful, in the various contexts of life as an instrumental resource, but also a socio relational.
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CTS no contexto do novo ENEM e do ensino de química
(Universidade Federal do Pará, 2016-10-07) SOUZA, Jorge Raimundo da Trindade; BRITO, Licurgo Peixoto de; http://lattes.cnpq.br/5100592138044970; https://orcid.org/ 0000-0001-8363-8971
The National Secondary Education Examination (ENEM), established in 1998, has become, over the years, the main process of evaluation of Basic Education in Brazil, projecting itself as an important element of dissemination of new educational values. The concept of evaluation incorporates a proposed evaluation of the development of skills and core competencies to the full exercise of citizenship, one of the STS approach objectives, through interdisciplinary items involving secondary education subject knowledge, in which chemistry is inserted. In this context, this qualitative research aimed to analyze, based on the assumptions of the STS curriculum perspective, the relations between the skills and abilities (C & H) of Natural Sciences and their ENEM Technologies (CNT) with questions associated with Chemistry education of this examination in the period 2009-2015 (new ENEM) and the factors that influence these relationships. The exploratory reading of documents and scientific papers on the Enem and on STS, as well as my teaching experience, allow me to infer, a priori, the existence of some level of approximation between the STS focus on documents and Enem questions. This perception instigates me to research how and to what extent this occurs. Therefore, we investigate how occur the approximations between the theoretical assumptions of the STS approach with the CNT competencies and skills and the questions associated with the teaching of chemistry applied in the new Enem. For this, we must ensure that the competencies and abilities have associations with the theoretical assumptions of the STS perspective, in addition to analyzing the content and structure of the questions associated with the chemistry teaching, examining whether and how it occurred to approach these issues with the STS educational perspective principles and what conditions determine the mediation of this proximity relationship. To obtain the information it was used three data collection techniques: observation, verification of official documents of the Brazilian education and analysis of questions applied to the new ENEM. As question analysis tool it was used the Textual Analysis Discourse (TAD). Excerpts from interviews with teachers question makers from UFPA were utilized to support the discussions of the results obtained. The results showed that whereas C & H Natural Sciences and their Technologies have a strong association with the assumptions of the STS educational perspective, the new 11 ENEM questions present approximation at different levels from the theoretical framework of the STS approach. The results also showed that among the 156 analyzed questions, and which are associated with the teaching of Chemistry, those with the highest occurrence are those that do not provide this approximation. We conclude that the affinities between the natural sciences competencies and skills and their Enem Technologies with the issues associated with the teaching of chemistry for this examination, in relation to the STS approach, occur insufficiently for various reasons, and factors such as for example, the educational model in Brazil, the traditional formation of teachers question makers and the little understanding of this curriculum conception converge for this lack of concordance. Although it is evident the need for greater linkage of the questions with the STS approach, this research seeks to provide contributions to a more meaningful chemistry education and provides a detailed analysis of the Enem chemistry items, aiming to subsidize the construction of questions with knowledge that get closer to the STS educational perspective, which constitutes a strong current trend in the teaching of Chemistry and Natural Sciences.
Acesso aberto (Open Access)
Desenvolvimento de habilidades cognitivas em um curso de férias: a construção do conhecimento científico de acordo com a aprendizagem baseada em problemas
(Universidade Federal do Pará, 2016-08-26) COELHO, Antonia Ediele de Freitas; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
The present study deals with on the Cognitive Skills manifested by a group of six teachers participants in a Vacation Course, occurred in the city of Belém (PA), which uses methodologies that seek to encourage more active participation of its course participants, by means of the realization of practical activities grounded mainly on Problem Based Learning. Thus, it was aimed to analyze which Cognitive Skills levels manifested by teachers to solve a real problem, while conducting investigative experimental activities and also in moments of socialization of their findings. Seeks to also ponder over the questions elaborated by the monitors and its intrinsic relationship with the Skills expressed by the teachers group. The research is characterized as qualitative, using features such as field diaries, video recordings, with subsequent transcription of participants' speech to its constitution. To establishment of the categories of analysis was used the Zoller ideas, which proposes that the Cognitive Skills can be evidenced according to the low or high level of cognition, achieved by means of the resolution of a problem, being denominated Algorithmics, Lower Order Cognitive Skills and Higher Order Cognitive Skills, these categories are identified here in five levels proposed according to their characterization. The questions elaborated by the monitors are also classified in four levels categorized according to the proposal for Suart. Thus, the analysis are composed of two problematic situations that were selected according to the data collected with the research. During the analysis performed in each of the episodes considered most prominent, it was possible to identify that the cognitive skills developed by teachers relate directly to the link identified in the monitor-course participant relationship and also course participant-course participant since cooperation present during moments of realization of the activities proposed in the course contribute significantly to achieving the highest levels of cognition, as well as high levels of formulating questions, given that in many situations the teachers make use of existing discourses in previous discussions by the team or seek help by means of the constant inquiries carried out by the monitors. Based on this research, can be identified that the use of investigative experimental activities contributes significantly to the development and manifestation of high-order Cognitive Skills. The activities developed in this Vacation Course approximate the objectives presented by Based Learning Problems and is perceptible at different moments the manifestation of N4 and N5 skills levels of cognition in the participating teachers.
Acesso aberto (Open Access)
A educação ambiental na prática docente em ciências em uma escola da rede municipal de Paragominas-PA
(Universidade Federal do Pará, 2021-09-24) SOUZA, Jamille Silva Rodrigues de; PERES, Ariadne da Costa; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
This research presents itself as a qualitative one, which aimed to understand under what theoretical-methodological terms Environmental Education is inserted in the teaching practice of science teachers who work in higher elementary education in a public school in the municipal network of Paragominas. The case study (unique and holistic) was used as a research strategy. This is a research in which data triangulation was based on three sources of evidence: from semi-structured interviews with teachers, from document analysis of the Political Pedagogical Project of the Anésia da Costa Chaves school, as well as from the analysis of the Project Public Green Municipalities with regard to Environmental Education. Data were transcribed and analyzed using Bardin's Content Analysis (2011), in the light of the theoretical framework of currents in Environmental Education by Lucie Sauvé (2005). Four science teachers actively participated in the study. In this movement of analysis, two categories emerged: The look of science teachers on Environmental Education, and The Relation of Anésia school with Environmental Education, which present the results of the meanings attributed to Environmental Education and the different theoretical-methodological perspectives emerging in the dialogues , likewise, brings an understanding of how the school defines and inserts Environmental Education in its different curricular components. From these data obtained, it was observed that the different trainers claim to work with Environmental Education and that the resolutive current is predominant in the way they conceive and practice Environmental Education in this school. Thus, it is notorious that even with educational advances in the municipality of Paragominas, actions are needed that escape the critical educational perspective, which questions the socio-environmental practices and problematize the discourses that underlie these actions, in order to encourage autonomous thoughts in students.
Acesso aberto (Open Access)
Educação matemática e cognição corporificada em uma classe hospitalar: vivências partilhadas
(Universidade Federal do Pará, 2022-04-27) CAJANGO, Eunice Maria Figueira; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
This study aims to analyze how experiences shared by people who attend or have attended hospital classroom reverberate the relation between mathematics education and socio-sensory components, when mathematics education is considered from embodied cognition perspective and, thus, intertwined to the personal paths of pupils and educator. The other research participants are four students and a former student, all of them women, from a hospital class in Belém/PA. The data were produced through semi-structured interviews and pedagogical activities, and are grouped in two central themes: (re)signification of experiences in mathematics education and the intertwining of dialogical paths. Data analysis and discussion are based mainly on studies on pedagogical monitoring in hospital and home environments, as well on studies on mathematics education from the embodied cognition perspective. I believe that results throughout the research carried out the participants support the thesis that when socio-sensory elements are assumed as inseparable from teaching and learning, the experiences related to mathematics education in hospital classroom contribute to the entanglement of the pupils´ repertoire, as well as providing a movement of educator self-training.
Acesso aberto (Open Access)
Educação matemática e educação especial: reflexões sobre os relatos de experiências docentes de professores de matemática
(Universidade Federal do Pará, 2016-06-29) MARINHO, Karem Keyth de Oliveira; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
One of today‟s biggest educational challenges is to make the school into an inclusive space capable of receiving the students with acknowledgment and respect for their singularities. In order to achieve this goal, the teacher has a relevant role in their ability to develop the inclusive education in the classroom. However, when it comes to Mathematics Education, we need to investigate how the Math teacher works, since the few discussions on the theme may influence their pedagogic practices. This fact is experienced in the academic and professional career of this study‟s author. In this research, we aim at reflecting on the reports of experiences lived and narrated by the Math teachers of Tabatinga – AM, about the inclusion process of sutents with disabilitis in common classes of regular schools. Consequently, we aim at answering the following research question: What are the reflexes of experiences of Math teachers with students with disabilities? Therefore, our theoretical and legal assumptions are base on national and international documents, on studies aimed at the teaching practice in an inclusive perspective. Regarding the methodological design of the study, we conducted (through a qualitative approach) interviews with Math teachers who work for public schools in the city of Tabatinga, who have a Bachelor‟s Degree in Mathematics, from Centro de Estudos Superiores de Tabatinga, at the Universidade do Estado do Amazonas. The interviews were analyzed through categories constructed from the teachers‟ reports, considering the directions indicated in the interview script. Given the results, we realized that the lack of knowledge on Special Education from the perspective of Inclusive Education and school support are the main factors that hinder the realization of pedagogical practices. The initial and continuous training was another much comment aspect by the teachers, who suggested there should be more discussions on the theme, and who were motivated and interested in participating in training regarding these subjects. Still, we have seen that some teachers carry inclusive practices in their Math classes, although we recommend that more actions for initial and continuous training should be nurtured, and school support should be more effective for both the teacher and the student.
Acesso aberto (Open Access)
Educação matemática em uma classe hospitalar: relações, enredamentos e continuidades
(Universidade Federal do Pará, 2016-11-23) CAJANGO, Eunice Maria Figueira; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
The core element of the research emerged from the idea of having a look at the scenario which composes the context of education in hospital environments, to investigate if actions related to mathematical education in hospital classes may or not contribute to the well-being of the pupils, as well as favor the continuity of studies after or even during the medical treatment. The research has embodied cognition, from Luis Radford’s perspective, as the theoretical reference. The adopted methodology is the qualitative approach, and the data were collected during math education activities and interviews which took place at a Support House for people undergoing medical treatment in Belém/PA, with nine students whose age range from eleven to fifty-seven years old, and whose schooling ranges from Elementary Education to High School. The data were registered on notes in a field notebook, audio files and videos of the developed activities. There were also interviews with parents, students and teachers, with the aim to collect information about part of the trajectory of each observed student. The data discussion is structured in order to cover two aspects: the importance of the dialogic relationships shaped up in the class environment for the well-being and the involvement of the participants throughout the educational process, and the embodied formation of knowledge shown by the students in relation to the suggested themes. The presentation of the results is divided into two themes: compositions referring to basic geometry and significations as regards standard measurements for length and distance. The final considerations confirm the importance of the teacher’s attendance on students undergoing health treatment, in order to cooperate in the guarantee of the continuity of the educational process. We also understand that there is reliable evidence of the importance of activities that presume embodied aspects while mathematical knowledge is being constituted. We highlight the need to strengthen the partnership between university and hospital education environment, aiming to conduct researches that contribute to widen and strengthen the discussion about public policies for scholars in this situation. Lastly, we suggest the proposition and development of investigation about the educational processes at schooling units that receive pupils during or after health treatment, in order to embrace reflections on inclusive perspective of democratic and universal access to the educational system.
Acesso aberto (Open Access)
Entre banzeiros e remansos: memórias da professora Ionete da Silveira Gama
(Universidade Federal do Pará, 2023-04-13) RODRIGUES, Josivana de Castro; SILVA, Carlos Aldemir Farias da; http://lattes.cnpq.br/7226908910873590; https://orcid.org/0000-0001-5463-1316
Memory is humans’ ability to preserve meaningful things that happened in the past. By making us remember events, it allows us to tread again important pathways of collective and individual human trajectories. In this dissertation, our objective is to recollect fragments of the memories of a teacher, Ionete da Silveira Gama, in order to understand how her life experiences influenced her music, and how did it relate to primary school contents she taught in riverside cities in the countryside of the state of Pará. Her memories as a teacher make us understand how important it is to use work methodologies which include the sociocultural experiences of students to teach contents from different school subjects, from an interdisciplinary standpoint. We ask ourselves how does Ionete Gama’s music blend Amazonian cultural elements with the natural sciences in an interdisciplinary perspective, and how can it be connected to the themes taught in Primary School? To reach this goal, we recorded fragments of her life’s story through interviews, so as to understand her trajectory, emphasizing the reminiscences of her childhood by the Amazonian riverside and of the years she dedicated to teaching river dwellers. These interviews were written down and became an (auto)biographical narrative that is complimented by her images and documents. In this dissertation, we give pride of place to six songs that refer to environmental aspects that are integral to the Amazonian culture and, based on them, we elaborated illustrated stories for children. The stories are aimed at the primary school level of education.
Acesso aberto (Open Access)
Um estudo nos projetos político-pedagógicos sobre diversidade étnico-racial nos anos finais do ensino fundamental no ensino de ciências
(Universidade Federal do Pará, 2022-08-25) OLIVEIRA JÚNIOR, Waldemar Borges de; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088; https://orcid.org/0000-0001-8679-809X
This thesis study has as its research object, the theme of Ethnic-Racial Diversity in the final years of Science Teaching, in the Political-Pedagogical Project (PPP) in three public teaching institutions in Pará. The general objective is to analyze the place of the theme of Education of Ethnic-Racial Relations in Science Teaching, through the Political-Pedagogical Projects of three public teaching institutions in Pará. Precisely, to map the specialized literature about Basic Education and Science Teaching in Brazil; demonstrate the profile of the three public teaching institutions in Pará; to weigh the organicity of the political-pedagogical projects of the institutions of Pará, about dealing with the theme of Ethnic-Racial Diversity and to characterize the productions of the Science teachers of the three institutions and the perspectives of the ERER's treatment in the year's end of elementary school. The investigation was based on the specialized literature on the dimensions that make it up: Science Teaching (KRASILCHIK, 1996; CARVALHO; PÉREZ, 2013; DELIZOICOV; ANGOTTI; PERNAMBUCO, 2017); Ethnic-Racial Diversity and its dimensions (COELHO, 2005; GOMES, 2008, 2011; VERRANGIA, 2009, 2013; COELHO; SOARES, 2016; COELHO; SILVA; SOARES, 2017; W. COELHO; M. COELHO, 2018; REGIS; BASÍLIO, 2018) and Political-Pedagogical Project (VEIGA, 2006; VASCONCELLOS, 2009). The feature of the study is based on conceptual notions about field field, habitus, and scientific field (BOURDIEU, 2004b, 2017), representation (CHARTIER, 1991), and methodologically, with a view to a qualitative, For the systematization and organicity of the empirical data, the study was divided into moment 1: bibliographic research of the object, moment 2: selection of the locus of investigation and empirical materials, moment 3: study of the specialized literature on Ethnic-Racial Diversity and Teaching of Science and moment 4: materialization and analysis of research data. Data from the three political-pedagogical projects of public schools in Pará were analyzed through some notes of the Content Analysis technique (BARDIN, 2016). The results point to a pressing demand for research on ERER and Science Teaching in the final years of Elementary School, because despite the slight advance, it is still a growing field. From the empirical data, we infer that the PPPs of schools in Pará, with regard to Science Teaching and ERER, call for an organically systematized, continuous work, since the documents present weaknesses and the urgency in the treatment and pedagogical confrontation of the theme, in addition to the need for detailed deepening in the final years of Elementary School, in Science Teaching.
Acesso aberto (Open Access)
Um estudo sobre a política de ação afirmativa: a implementação da Lei n.º 12.711/2012 nos IFETS (2014-2019)
(Universidade Federal do Pará, 2020-03-19) FERREIRA, Anne de Matos Souza; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088; https://orcid.org/0000-0001-8679-809X
This study aimed to analyze the affirmative action policy of racial quotas implemented in 12 Brazilian Federal Institutes of Education, Science and Technology (Ifets) and the relationship of such policy with the Law 12.711/2012. In order to this so, we assume that, with the approval of this law, also known in Brazil as the “Lei de Cotas” (“Quota Law”), a greater access of black students to the Ifets was promoted. In this context, the implementation of racial quotas guaranteed consubstantial changes in the practices of these institutions. Based on this proposition, we support, in this study, the thesis that the habitus incorporated by the agents responsible for the implementation of the mentioned law determine the way they conceive the legislation and the implementation of this affirmative action in the Ifets. This is justified since the agents responsible for elaborating, with the participation of the other actors, proposals for the implementation of this law, impose, on the debates held in the educational field, ways of perceiving the legislation to be implemented. These different modes, internalized in the form of habitus, engender institutional practices in relation to the affirmative action policy of racial quotas implemented in these social spaces. In order to support this thesis, we used the methodological approach proposed by Laurence Bardin (2016), the technique of content analysis, for the systematization and categorization of data. In addition to that, we used specialized literature and legislation to discuss affirmative action policy and Pierre Bourdieu's (1996; 2004; 2009) conceptual notions of field and habitus. Such notions supported our analysis of the habitus incorporated in institutional practices by agents during the implementation processes of Law 12.711/2012 in the educational field of the 12 Ifets surveyed. The results obtained with the present study demonstrated that such habitus, in the period before the implementation of the law, do not differ from those used by public universities in the first initiatives to adopt modalities of affirmative actions. There is also a predominance of the use of social and economic criteria for the selection of students who will benefit from this affirmative action policy. In relation to the incorporation of the provisions of Law 12.711/2012 to the Institutional Development Plan (PDI), the guiding document for institutional actions, we identified that the mentions incorporated into this document by the agents signal a predominance of social and economic criteria, when these agents refer to the affirmative action policy implemented in the educational field.
Acesso aberto (Open Access)
Formação inicial de professores(as) indígenas em diálogos integradores de aprendizagem na objetivação cultural
(Universidade Federal do Pará, 2023-03-09) NERY, Cristiane do Socorro dos Santos; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
The initial training of indigenous teachers can be understood as the orientation that connects matrices of different thoughts that need to be accessed to meet the educational needs of the collective. Collectivity, as a way of being in the world is one of the fundamental principles of indigenous cosmology. Collective thinking, as a sociocultural practice, can be understood as a way of life materialized in labor, festive and ritual activities, among others. The subject of study starts from the following research question: What are the potentialities of co-production of activities for teaching mathematics in the initial training of indigenous teachers, from the appreciation of the sociocultural practices of their ethnic groups? The thesis debates that the joint labor of indigenous teachers in training and the teacher trainer, in the co-production of activities that value socio-cultural practices, enhances indigenous teacher learning for teaching mathematics, the encounter with sociocultural mathematical knowing and the professional reorientation of the teacher trainer. The general objective is: to analyze the engagement of indigenous teachers in training and the teacher trainer in the process of coproduction of activities for mathematics teaching, considering the sociocultural practices of the indigenous ethnic groups of Amapá and Northern Pará. The specific objectives are: to identify the principles of initial training of indigenous teachers based on specialized literature, official documents and the curriculum of the indigenous intercultural degree; understand the relationship between the training of indigenous teachers and the Theory of Objectification; map the sociocultural and educational reality of the co-producers of the research; describe the process of producing meanings related to numerical systems. The theoretical reference is based on the Theory of Objectification. The research exercise took place in four stages: (1) bibliographical and documentary survey on the subject; (2) field research; (3) study of the specialized literature on the central and secondary concepts of the thesis; (4) systematization and analysis of information. The methodology was conducted by a qualitative approach, participant research, with interview techniques, field diary, oral and written records of activities and categorical thematic analysis. The results revealed multiethnicity, plurality, diversity, indigenous education, self-determination, intercultural, community, bilingual/multilingual and specific education as the guiding principles of the curriculum; indicated that the concepts of joint labor, teacher learning and the semiotic means of objectification when linked to the symbologies and meanings that emerge from the coproduction of activities contribute to the understanding of indigenous school education and licensed training; pointed to difficulties related to teaching methodologies, mathematical language, Portuguese language and lack of teaching materials; signaled the possibility of mutual learning and understanding of mathematical objects. It is concluded that the joint labor contributed to the initial training of the indigenous teachers, co-producers of the research, as they became aware of distinct historically and culturally constituted knowledge, and began to intend to update them of indigenous sociocultural mathematical knowing related to numbering systems in the native language.
Acesso aberto (Open Access)
Histórias e percepções de um professor de matemática com deficiência física
(Universidade Federal do Pará, 2020-04-13) SOUSA JÚNIOR, Milton Carvalho de; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X; FRAIHA-MARTINS, France; http://lattes.cnpq.br/4765567823575996; https://orcid.org/0000-0001-7933-6014
This research aims to present and propose reflections about the inclusion of the disabled math teacher into of an exclusionary system. From the memorialistic rescue of experiences lived in and out classroom, it is made an awareness action, making a parallel between before and after the restrictions of use, based on this new document viewer with changes in a critical and analytical way in the light of Deleuzian philosophy, looking at the past for a project in the future. Thus, through autobiography, it allows me to see what I was and what I became based on looking at myself, a trainer, a transformer, with physical disabilities, and in training and henceforth, to develop a teaching practice in the teaching of Mathematics apparently without possibilities, but which, it is reflected and put to analysis, that can become an important instrument for collecting information for the progress of Education. Furthermore, relevant questions will be raised, such as (re) insertion of people with disabilities in the labor market and how they are seen in their environment. I also try to erect an analysis on the respect of the equality conditions in which people with and without disability are subjected. From a formal mathematical education and a memorialistic rescue, I question the possibility of a teacher with a disability being able, in the eyes of normality, to teach. Through self-reflection on my practices as a teacher, I try to recognize the teacher who I became, guiding me based on example I experienced in my training course, in order to rediscover as a teacher in the way of being and will come to be, pointing mechanism and possibilities that allow me to teach mathematics despite of my disability.
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Professores pesquisadores em educação matemática no Pará. Da produção de conhecimentos à prática social
(Universidade Federal do Pará, 2020-04-30) SILVA, Carlos Alberto Nobre da; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; https://orcid.org/ 0000-0002-4092-7973
The graduate in Science and Mathematics Education in Brazil has consolidated itself as an important field of research in the teaching area, allowing students the opportunity to research and expand knowledge in the area, as well as in the reflection and proposition of alternatives for teaching Science and Mathematics. The increase in graduate programs in the area has been relevant, despite the asymmetries in their distribution among the regions of the country. However, researches that problematize the unfolding of the production of these programs for the social practice of new PhDs in the area are still insufficient. In this sense, this study sought to answer the following question: in what aspects the theses in Mathematics Education produced in the Graduate Program in Science and Mathematics Education – PPGECM reverberate in the social practices of researchers graduating from the program, and their possible repercussions and developments? For this, my objective was to analyze the theses in Mathematics Education produced in the Graduate Program in Science and Mathematics Education – PPGECM of IEMCI/UFPA, identifying the speeches and their intersections/consequences in the social practices of the researchers who graduated from the program. The theoretical-methodological foundation was based on Kilpatrick (1996), Miguel et al (2004), Triviños (2006), Saviani (2007), Greimas (1973; 2012), Fiorin (2015) and Barros (2011). Methodologically, the semiotic discourse analysis of the 43 thesis produced in the program from 2012 to 2018 was carried out, and 12 semi-structured interviews with doctored professors graduated from the PPGECM who are working at different levels of national education: basic education (initial years, elementary and high school), professional and technological education, higher education (undergraduate and graduate). The result of the analysis of the theses and the interviews was compared with the Lattes curriculum of the interviewees in order to verify the developments. This resulted in the existence of connections that contributed to the continuing education of researchers in this doctoral program, in improving research in our region and in the necessary identity constitution of this professional category - that of Mathematics Education professionals. Thus, we defend the thesis that doctoral research produced by PPGECM graduates has produced relevant impacts, consequences and developments that have an impact on the social practices of these authors, through participation in academic research groups or projects, critical reflections on their own practices, increase in the production of scientific articles and, above all, insertion in the process of academic formation and new researchers for the Amazon region.
Acesso aberto (Open Access)
Significação em processo de investigação de temáticas cotidianas: as experiências vivenciadas por estudantes surdos e uma surdocega no contexto escolar
(Universidade Federal do Pará, 2022-04-20) CONTENTE, Márcia Pantoja; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
In this thesis we present results obtained from qualitative research with action research elements, in the field research modality, aiming to understand the meanings produced by the participants about the experiences lived in the context of the scientific school culture, investigating everyday themes in situations collectives, with the aim of citizen participation. The participants of the research are eight deaf students and a deaf-blind student of the second phase of the Young and Adults Education (EJA) of fundamental school and two teachers of an University of Specialized Teaching of the state of Pará. As investigative tools to produce data we used forms; school documents; field journal of the researcher; video diaries of the students; testimony of the participants; and the video records. The data were built with information obtained by the reading and discussion of the story “Sofia, an investigative student”, of dialog moments about the scientific method of searching for a theme of investigation starting of the context where the students live, regarding the themes of investigation, internet searching, elaboration of panels about the investigation themes, and the process of orientation for the building of elements of investigation. The analysis of the obtained information was oriented by the assumption of the Discursive Textual Analysis, what has allowed the construction of the thematic axis: i. The student investigative process: the building of meaning in the school environment; ii. Of the challenges to the possibilities of leaning: a look towards of the investigation of everyday themes; and iii. Auto formative dimension: by a practice fulfilled of meanings. The obtained data of our insertion in the context of research reasoned by the ideas of Vygotski, Pozo and Crespo Goméz, Cachapuz, among others, allow us to infer that the deaf and the deaf-blind student, by the investigation of the everyday thematic, seek to proactively participate of the environment where they live, having as focus the role of the scholar institution as a space free for the production of meanings, and not as a environment of reproduction. By the approach of web research, the students had access of a rich and updated information source, motivating them to research in a way to deep their knowledges about the investigation thematic, allowing themselves to become protagonists of their own learning. Although present educational potential the technological resources in the school space, as manifested by the students themselves, remain restrict to the interest of the teachers. In the context of this research, the collective work was perceived as an efficient and potentially valid strategy for promoting a larger interaction among the students and them with the teachers, the ideas exchange, experiences, and knowledges regarding the investigated thematic, enriching the learning possibilities, and to promote the decision taking in relation of social problems present in the everyday. And, closing, the experience lived allowed the regent teachers to rethink their own teaching practice, envisioning a new educational movement that prioritize the student protagonism, and the role of mentors in the process of teaching and learning.
Acesso aberto (Open Access)
Vozes do rio e da mata: saberes ambientais em narrativas orais
(Universidade Federal do Pará, 2021-12-10) COZZI, Andréa Lima de Souza; SILVA, CARLOS ALDEMIR FARIAS; http://lattes.cnpq.br/7226908910873590; https://orcid.org/0000-0001-5463-1316
Environmental knowledge is built millennially from observation and experience, passed on from generation to generation through voices. The exercise of listening involves the transposition of understanding of other ways of seeing and explaining the world, expressed in human socio-cultural practices. The explanations for the natural phenomena experienced in the rural-riparian areas of the Amazon are elucidated by concepts formulated within the realm of the imaginary, creations, and representations, ways of giving meaning to everyday experiences. The present work explores, from the amalgam of Amazonian cultures, this diffuse zone of interpretation in which the real and the imaginary blend together. The study subject is presented through the following question: How is the environmental knowledge entangled with the mythical imaginary expressed in the voice of the storyteller and how does it circulate in the insular region of Belém? The hypothesis relates to the existence of significance in the environmental knowledge constructed and reconstructed through the imaginary, contained in Amazonian oral narratives evoked from the narrators’ memories, which I called econarratives. The methodological paths are based on the qualitative, ethnographic approach, by means of narrative interviews, photovoice, field diary, activity notebook, and workshops. The thesis is developed in three parts: Portal - Backyard Memories unveils my significant experiences in childhood, professional and academic life with orality and environmental care, focusing on how they intertwine and determine the research theme. The backyard as a space of freedom, learning, and belonging. The portal is called Memories of the World and presents the movements of teaching and learning based on the knowledge built by mankind, the contextualization of western scientific thought, and the transition from the diurnal to the nocturnal aspects brought by Bachelard. It presents the configurations of the Amazonian imaginary in a relationship with oral narratives and the environmental knowledge that circulates in the insular region of Belém, as well as the paths taken to make the research possible in the methodological perspective. Finally, the portal entitled Memories of River and Forest tells us about the encounter with the traditional storyteller from the Murutucu island, Master Simeão, and the oral narratives told in his performances that speak of the care for the environment, of which the Caretaker, the Mãe d’Água (Mother of Water), and the Curupira (a mythological creature of Brazilian folklore) stand out, articulating with the environmental knowledge present in the repertoire of the Island storyteller’s narratives. In the conclusion, I present the results achieved during the research, as well as the contributions that the steps taken in the experience brought as propositions to expand the dialogues in science teaching in the early years regarding the environmental knowledge contained in econarratives.