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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Agora exibindo 1 - 11 de 11

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1978: Licenciatura intercultural indígena da UEPA: saberes matemáticos e prática pedagógica
(Universidade Federal do Pará, 2017-05-02) LIMA, Aline da Silva; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; https://orcid.org/ 0000-0002-4092-7973
This work brings the study and analysis between the training of indigenous teachers and educational practice effective of these teachers in indigenous schools, considering the intersection of knowledge about traditional indigenous knowledge and emphasizes the need for dialogue between their traditional knowledge in math education practices, contributing to the improvement of indigenous teachers in the process of academic training. Being the research of qualitative nature approved in the case study, having as a starting point the following question: how was accomplished the pedagogical practice of indigenous teachers in training in Intercultural Indigenous Degree UEPA, considering the intersection of school knowledge and indigenous knowledge? In order to make a comparative study between the formation of indigenous teachers and their pedagogical practices in mathematics, considering the intersection of school and indigenous knowledge in school Parkatêjê and Kýikatêjê, of the indigenous land Mother Mary. For research were considered the views of the students and teachers/trainers of the intercultural indigenous university degree course. The interview was the basic procedure of research, whose analysis procedure sought to highlight paths to achieving more productive education to develop their scientific knowledge learned in the academic, confirming the idea that there is only one way to systematize the teaching, but relate to traditional indigenous wisdom with scientific wisdom. With reference to surveys, discussions and the monitoring of indigenous scholars in their trajectories in the institution of higher education, through the Intercultural Indigenous University degree course at Universidade do Estado do Pará-UEPA and supported by such authors as Candau (2006) defends the position that the differences are intrinsic, constitutive to educational practices, Knijinik (2012) addressing the thought etnomatemático interested in examining the practices outside school , Ferreira (2001) where the recent sociocultural determinations indicate a ressignification of education, Luciano (2006) discusses the indigenous question for various aspects of your social organization, D'ambrosio (2011) pedagogical practices related to Ethnomathematics enable to overcome the walls of the classroom and RCNEI/National Curricular Reference for Indigenous School (1998), which discusses the development of a proposal for intercultural education giving a new meaning to curricular content.
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Análise da fala-em-interação professor-alunos na Aula de Matemática: um enfoque na Psicologia Discursiva
(Universidade Federal do Pará, 2021-05-06) MACÊDO, Laécio Nobre de; SOUZA, Elizabeth Gomes
Investigating the phenomenon of talk-in-interaction is a practice that has been expanding in research in the social sciences, linguistics, communication, psychology and education. In this scenario, Discursive Psychology (DP) emerges as a theoreticalmethodological perspective in the conception of the discursive phenomenon capable of contributing to the development of research in Mathematics Education. Interpretative repertoires and the Discursive Action Model (DAM) are concepts proposed by DP theorists that can connect different particularities that are present in the speeches of the participants in a systematic way, emphasizing the activities carried out by such particularities in the subjects' social practices. This research arose from the need to investigate the speeches-in-interaction that occur in the mathematics classroom taught by teachers without qualification to teach this discipline at school. The study aims to analyze the talk-in-interaction between teacher-students related to the interpretative repertoires and linguistic processes of action, fact and interest and responsibility that occur in the mathematics classroom. This is a study with 30 students from the 6th grade of middle school in a public school in the city of Imperatriz - MA and a pre-service teacher in the Natural Sciences Degree course at the Federal University of Maranhão (UFMA). The production of data was carried out in three stages: audiovisual recordings of mathematics classes, transcription of dialogues, coding and analysis of the talk-ininteraction. The results indicated the occurrence of didactic, pedagogical and arithmetic interpretative repertoires in the speeches of the teacher and students. Throughout the mathematics class, the teacher used the following discursive resources: attribution of advantage, technique of questions, inoculation of interests and role-play. Such resources represent an advance for the field of DP and Mathematics Education because they help to understand how teaching and learning situations related to arithmetic concepts are developed through the analysis of talk-in-interaction in the classroom.
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Avaliação em matemática nos anos iniciais do ensino fundamental: práticas aceitas e movimentadas no cotidiano escolar
(Universidade Federal do Pará, 2018-07-06) BRITO, Maria Augusta Raposo de Barros; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967; https://orcid.org/ 0000-0001-9515-101X
School evaluation is a complex process involving and considering the viewpoints of learning throughout students lifetime. This premise motivated the investigation performed to answer the question: “How is teacher rationality organized on the theoretical field of mathematical assessment in the early school years in order to promote learning?”. The research question gave rise to the general objective of the thesis, which consists in investigating, under the classroom context, imperative acts made clear during the evaluative practice in the scope of early years as a means of characterizing the teaching rationality concerning school evaluation in mathematics. This objective was divided into three other specific ones: to identify acts of understanding that constitute the teachers’ knowledge of the early years regarding evaluation in order to identify epistemological obstacles; to list dynamic evaluative procedures in terms of their purpose and the instruments used in the context of mathematics teaching in the early years; to classify evaluative tasks designed by the teachers of the early years in the teaching of mathematics. Three public school teachers from the early years of elementary school participated in this study, two in Belém/Pará and one in Évora/Portugal. For the study, a qualitative characteristic methodology was used, focusing particularly on the case study in light of the descriptive-interpretative character under which the data collection, consisting on non-participant observation and interviews, was based. Through the definition of objects and their corresponding dimensions, a Research Matrix or Guide was conducted, providing a look at didactic elements that constitute the pedagogical evaluative practice. Throughout the research process, it was necessary to develop a theoretical corpus to comprehend the phenomenon investigated in a broader way, anchored in the ideas of Hoffmann (1991), Perrenoud (1999), Buriasco (2002), Fernandes (2005, 2006, 2008), Afonso (2009) and Lukesi (2010) in the tangent to the school evaluation, as well as in Bachelard (1996) considering the possibility of identifying the epistemological obstacles present in the evaluation teaching practice. With the narratives in hand, it was possible to triangulate the data to answer the research question. From the results, I affirm that the evaluative practices accepted and implemented in the school context are cultural productions, that is, they are evaluative traditions that rest on a knowledge based on the teacher's own empiricism, from which the "scientific [spirit] starts with the class", classes that sometimes indicate beliefs that the repetitive demonstration (of teaching objects) is capable of teaching, and therefore, one cannot deny that this assumption can be reverberated in evaluative practices.
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Ensino de simetria por meio de problematização sociocultural
(Universidade Federal do Pará, 2017-10-11) MARTINS, Jeová Pereira; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
The teaching of mathematics in Basic Education deserves special attention from teachers and field researchers, since it has as one of its functions the integral formation of the student in what concerns to the mathematical knowledge that it needs. This work proposes a way of promoting this training at the fundamental level and aims to analyze and discuss the graphical composition structures of the artifacts made in some sociocultural practices, in which geometric patterns were evidenced that show matrices of various Symmetry cases that can be explored pedagogically in the math classes in the final years of Elementary School. It is a qualitative research that has as its central focus the teaching of symmetry of reflection, rotation, translation and sliding reflection, from the graphical composition structure of artifacts originating from some cultures. The data were obtained through empirical and bibliographical research and analyzed according to the ideas of Mendes (2014), Farias and Mendes (2014), Lévi-Strauss (2012) and the mathematics NCPs (1997). The results point to a strong connection between the Symmetry of the final years of Elementary School and the artifacts studied, which may favor the teaching and learning of this subject in a more effective and meaningful way for the students. Finally, we elaborate proposals of Basic Units of Problematization (UBP) as didactic subsidies to be incorporated by the teacher of mathematics in the teaching of Symmetry in the final years of Elementary School.
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A epistemologia histórica cultural de Roger Chartier em teses sobre história da educação matemática no Brasil (2000-2018)
(Universidade Federal do Pará, 2020-02-14) MACHADO, Edina Fialho; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
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Exploração de narrativas míticas indígenas para o ensino de matemática nos anos iniciais
(Universidade Federal do Pará, 2018-02-09) AGUIAR, Haylla Rodrigues de; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602; SILVA, Carlos Aldemir Farias da; http://lattes.cnpq.br/7226908910873590; https://orcid.org/0000-0001-5463-1316
Since the last decades of the 20th century, studies on Indigenous School Education in Brazil have advanced significantly from social movements in favor of indigenous peoples, who organized themselves in the quest for citizen autonomy. At the center of this struggle was the demand for a school with a curriculum and a teaching that inserted in the formation, values and ethnic cultural knowledge of the indigenous people, associated with scientific knowledge. Based on the propositions of Farias da Silva (2003, 2014) and Farias (2006), according to which the myths contemplate this proposal, since they are one of the forms taken by oral tradition populations throughout the centuries to explain nature and culture, as well as how to keep your historical memories alive. Thus, we identified in the Mythological tetralogy of Claude-Lévi-Strauss (2004, 2005, 2006, 2011), originally published between 1964 and 1971 a demonstration of the importance of the mythical narratives to know the modus vivendi of Brazilian indigenous communities. In our study, we took these works as a way to enter the myths of the indigenous people of the State of Tocantins, especially Xerente, to answer the following question: in what ways will it be possible to dialogue with the mythical narratives of the indigenous peoples of Tocantins to pedagogically address the contents of basic school curricula in these communities? Thus, our study aimed to investigate possibilities of pedagogical exploration of indigenous mythic narratives for the teaching of Mathematics in the Early Years of Elementary Education in indigenous schools in the state of Tocantins. With this intention we carry out a qualitative research with a bibliographical approach, in search of implications for Education, specifically the Indigenous School Education in an interdisciplinary perspective (FAZENDA, 2003) that integrates culture and mathematics, transversalize the trajectory of the Indigenous School in its construction process and identity reconstruction, involving the participation of indigenous teachers and the community. In order to organize the didactic suggestions, we base ourselves on the Curriculum Framework for the Indigenous School (RCENEI/Indígena, 1998) and on the principles established by Farias da Silva (2003) and Farias (2006; 2012), who propose mythical narratives as indicators of values and knowledge that dialogue between the knowledge of tradition, the experience of life, the valorization of socio-cultural practices and the indigenous school. The research presents as contribution a body of suggestions of didactic exploration of the mythical narratives for the teaching of mathematics in the indigenous school of the Initial Years.
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Um navegar pelos saberes da tradição das ilhas de Abaetetuba (PA) por meio da etnomatemática
(Universidade Federal do Pará, 2015-03-05) FORMIGOSA, Marcos Marques; SILVA, Carlos Aldemir Farias da; http://lattes.cnpq.br/7226908910873590; https://orcid.org/0000-0001-5463-1316; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967; https://orcid.org/ 0000-0001-9515-101X
The present work presents the final result of a qualitative research master's thesis developed in the Abaetetuba city (PA), specifically in the region of the islands of this municipality. The motivation for the research came from the author's immersion in a course of initial training of teachers to work in schools in the field that has been happening at the Federal University of Pará – Campus Abaetetuba and serves students from the communities of field regions and Islands roads of five municipalities of the lower Tocantins, Pará State. The research aimed to investigate how the knowledge of coastal tradition can contribute to an educational math education, without which these knowledge are conditioned to a mathematical concept institutionalized at school. The investigation was developed in three, of seventy-two existing Islands in Abaetetuba where we obtained the information through formal and informal conversations among the riparians, recorded in video, audio and pictures as methodological tools, in addition to the record of observations in field journal. Data were analyzed through the Ethnomathematics Program developed by D'Ambrosio (2001), after understanding what are knowledge of tradition and scientific knowledge, supported by authors such as Almeida (2009; 2010; 2012); Cruz (2007); Farias (2006). As well as the contributions of Santos (2003) in breach of some paradigms of modern science, which enabled the author to use Bicudo (2005; 2010) and D'Ambrosio (1996; 1999; 2001) because they presented sharp discussions on teaching Mathematics in Brazil, in addition to reading the National Mathematics curriculum parameters governing the teaching of Mathematics in Brazil. Galvani (2002), in turn, has contributed to important discussions on the training of teachers. In addition to finding in Morin (2010) the Foundation for the pursuit of education educational Math. The survey results indicate that the sociocultural context of Abaetetuba islands has a lot of knowledge of social, political, religious, and production that may contribute to the process of teaching and learning of mathematics in schools. Some of these knowledge go hand in hand with the school knowledge, establishing possible dialogues, especially those that are noticeable when looking at the visual. But, there are other knowledges that go in parallel, not just by the fact of not being easily identified, but because the school consider unimportant, pointing to a hierarchy of knowledge. Thus, there is a need to clarify that knowledge, as much as the school bordering, different as they are, seek to provide answers to the problems of the daily life of men and women.
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Saberes e fazeres de pescadores de caranguejo de São Caetano de Odivelas/PA: uma abordagem etnomatemática
(Universidade Federal do Pará, 2017-02-13) MORAES, Ronny Gleyson Maciel de; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; https://orcid.org/ 0000-0002-4092-7973
This study presents the results of a qualitative research developed in the municipality of São Caetano de Odivelas / PA and aims to analyze the knowledge and practices of the daily activities of crab fishermen and the possibilities of use in teaching and learning mathematics in Elementary School. The theoretical contribution is based on studies directed to Ethnomathematics, which studies the relation of mathematical ideas with the sociocultural knowledges of human behavior. The research has been carried out since 2013 and, for this dissertation, the research work was carried out from November 2014 to July 2016, and was developed with the participation of three crab fishermen, a mitermaster and a crabmeat collector by Observations of their capture, processing and marketing practices. The analytical content was constituted by means of interviews based on informal dialogues, photographic and audiovisual records, which served as source of information for the analysis of the research. The proposal to present possibilities of interaction between school mathematical knowledge and traditional knowledge of crab fishermen largely reflects my life history in São Caetano de Odivelas, since I had the opportunity to perform this activity in my adolescence, which Made an interest in understanding their knowledge and actions with a focus on the educational. With the accomplishment of the research, it was verified that it is possible to use in the school environment the traditional knowledge of the crab fishermen relating their labor activities to the teaching of mathematics making a connection between these knowledge.
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O sentido das regras no ensino de frações
(Universidade Federal do Pará, 2020-02-28) BARBOSA, Marcel de Almeida; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
The research aimed to discuss how teachers apply mathematical rules to the concept of fraction, based principally on wittgensteinian concepts, to follow rules, focusing on operations of addition, subtraction, multiplication and division of fractions. According to Wittgenstein's Philosophy of Language, following rules is a praxis, what constitutes the rule is its collective use, constant practice. The methodology had a qualitative approach, from the data collection through a questionnaire, as well as support in bibliographic data. Research in mathematics education, as we will see, points out that students have many difficulties in dealing with both the concept of fraction as well as with operations involving this concept, as well as that their teaching is geared to the mechanized use of rules. As the mathematical language is governed by rules, it is possible for a teacher to teach them, not through doubts, but through certainties. (WITTGENSTEIN, 1996). The research showed that the participating teachers, who teach mathematics in the early years, have doubts about the application of mathematical rules, such as the rules involving the operations with fractions, as well as conceptual errors that can corroborate for teaching with deficits in the basic education.
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Simetria nas estamparias afro-brasileiras: da visualidade à sala de aula
(Universidade Federal do Pará, 2020-05-28) PERES, Élida de Sousa; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; https://orcid.org/ 0000-0002-4092-7973
This research is a study on the geometric aspects in African-Brazilian stamping, with an interface in ethnic-racial relations and its use in the teaching of mathematics at school. It aims to conduct an investigation into Afro-Brazilian geometric patterns and their potential use in a contextualized way in the teaching of symmetry, in elementary school mathematics, establishing relations with the law 10.639 / 2003, which indicates the obligation of teaching history and African and Afro-Brazilian culture in basic and higher education. With this research, it is intended to make use of Afro-Brazilian stamping, establishing a connection between Afro-Brazilian culture and the teaching of geometry in mathematics. Thus, to guide this process, we have the following question: How to establish relationships between Afro-Brazilian prints and their cultural meanings with the teaching of symmetry at the fundamental level? In this sense, the research is theoretically based on studies by Thompson (2011), which conceptualize culture and, based on these studies, we dialogue with Canclini (2008) on hybrid cultures; Farias and Mendes (2014) deal with culture in mathematical practices; Almeida (2017) studies traditional and scientific knowledge; Mignolo (2008) and Quijano (2010) deal with coloniality. As a methodology, we will approach ethnomathematics with the studies of D’Ambrosio (1996, 1997, 1999, 2005); Gerdes (2010, 2012); Vergani (2007); Fiorin (1995) and Barros (2005), with discursive semiotics. This leads to the understanding of the historical process of cultural relations related to ethnomathematics as a way to break with mathematics considered traditional, allowing other thoughts for its teaching.
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A tradução da linguagem matemática na aprendizagem da geometria por estudantes da educação básica: perspectivas para a educação matemática
(Universidade Federal do Pará, 2018-11-12) MEIRA, Janeisi de Lima; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
The present research aimed to investigate the process of translation of mathematical language into natural language in mathematics learning. We take as a starting point the academic productions of dissertations and theses in the area, and the results of the index of development of Basic Education (IDEB) and PISA, of the State of Tocantins. We assume as a theoretical basis the mature philosophy of Wittgenstein, which states that translating is a game of language, since it constitutes the domain of techniques. We carried out analyzes of educational guidance documents and a classroom intervention with elementary students at the Brigadeiro Felipe school in Arraias-To, which produced the empirical material constituted from the application of a questionnaire, interviews and activities of flat geometry . The analyzes were organized in two axes, in the first one we analyzed the documents guiding the education and in the second the empirical material. In the first axis, the analyzes of the documents revealed a referential understanding of the language indicating the mathematical language exclusively as a symbology that represents the mathematical concept. Already in the second axis, the empirical material indicated that the translation of the mathematical language reveals itself as an internal necessity to mathematics itself and that when performing different language games during the translation favors and ensures its learning. With this we defend that the learning difficulties of mathematics are related to the understanding of the concepts and their rules, in what concerns to the process of translation of the linguistic universe that involves the mathematical language, because it is a normative phenomenon and its use is far from the practice everyday life. Thus, the correct translation of this language promotes the autonomy of the student in the acquisition of meanings favoring applications of the uses in different contexts.

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