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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Acesso aberto (Open Access)
A avaliação das aprendizagens em matemática: uma metanálise a partir de teses brasileiras
(Universidade Federal do Pará, 2018-05-03) ANGELIM, José Aurimar dos Santos; BORRALHO, António Manuel Águas; http://lattes.cnpq.br/3404547486428285; https://orcid.org/0000-0001-6278-2958; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853
The evaluation of learning in mathematics has been a focus in dialogues and consequent research concerned with the promotion of knowledge. For many years the evaluation was taken as a mere verifier of knowledge, from the perspective that the teacher understood necessary and sufficient that was learned. The student was a mere depository of knowledge and also subject to verification. The formative processes evolved and in contradiction to the controls imposed by world financing of the education of emergent countries, one saw, for example, the diverse models of Large-Scale and external evaluation of them, understanding that in this way it would be possible to understand how the students were presenting their performance. This made the anxieties mobilize us to understand how the Academy presented the Evaluation in its researches, because I understand that this delimitation can bring a profile of the Evaluation in the country from the University as a producer of knowledge. Therefore, immersion in the readings on the subject and in the dialogues made me problematize the situations that troubled me to answer the question: how is the evaluation of learning in mathematics in Brazilian doctoral research? Therefore, I proposed to investigate the presentation of the evaluation of learning in mathematics, based on the theories, epistemologies, principles and precepts presented in Brazilian theses between 2011 and 2015, emphasizing the proposed assessment knowledge. The methodology adopted for this process was the meta-analysis, since it is understood that analytical analysis is a relevant action for future research in the field and for the use of the mathematics teacher educator, highlighting, in a process that, together with the systematic review, may respond to guiding question. After diving in the Platform Sucupira, through the thesis bank, I made a tiresome search of the theses that adopted the terms evaluation and mathematics, so that the 17 theses outlined in the various doctoral programs that had a direct relationship with Mathematics Education could be reached. With the research corpus delimited, I set out to analyze the analyzes, where I infer, through the hermeneutic interpretation, what were presented in the three axes of analysis constituted, defined as Propositional Elements, Methodological Elements and Conclusive Elements. With the research, I could recognize that among the seventeen theses studied, eight of them do not deal with the Evaluation as a central theme, and the remaining nine that deal with the theme in their research focus, are placed under several reverberations of Evaluation in the educational context: evaluation as a research practice, external evaluation as a tool for studies around mathematical knowledge and the Evaluation of learning in higher education. Among what I can define as a conclusion, I affirm the importance of establishing spaces for evaluative dialogues in educational institutions, in formal and non-formal environments. Still on the theses, I consider that there are some obstacles that I call obstacles, which prevent certain conceptions about evaluation: the absence of dialogues on evaluation; the separation of didactic-pedagogical and specific training; the requirement to comply with a curriculum imposed and imposed; the emphasis on the results of external evaluations; shortage of academic meetings that disrupt educational programs; a mechanical reproduction of assessment as part of the teaching-learning process. Therefore, I understand this thesis as a driver of new research that studies the evaluation, its perceptions, practices and contexts of concepts and educational operationalization.
Acesso aberto (Open Access)
Registros memorialísticos e empoderamento de professoras que ensinam ciências nos anos escolares iniciais: autoformação e autonomização docente
(Universidade Federal do Pará, 2018-10-08) PEREIRA, Elisa de Nazaré Gomes.; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
In this formation-research, based on qualitative nature, in narrative modality, I accomplish continued formation from self-learning processes on which teachers from initial school years make records and talk about their pedagogical practices, expressing the knowledge they mobilize to teach students the contents in Science, as well the meaning that had to them the participation on this formation-research. In this sense, I purpose realize possible contributions to the reinvention of practices and knowledge in education of Science teachers who teach on lower while involved on self-learning process with narrative approach. The supporters of this research are three teachers who were attending the first graduation on pedagogy, at public universities, but who have been teaching for years. The data used to build the thesis were: classes observation, “logbook”, audio recording of their own pedagogical practices and pedagogical dialogs, which were analyzed based on Speech Textual Analysis ( MORAES E GALIAZZI, 2007). Based on Teachers’ narrative, I built two analytic axis: i) Teaching Autonomy: breaking patterns, establishing knowledge and their new identities as weavers; ii) Weaving Narrative Yarns: self-learning reflections that empower teachers to transform the way they teach Science. I defend the following thesis: Teachers´ memorial narratives records about their own pedagogical practices, mediated by interaction with a former, promote empowerment and contribute to the building of professional independency and reinvention of teaching knowledge. I developed the following design of continued formation in Science education: 1. Narrative of Pedagogical Actions; 2. Reading of Narratives; 3. Pedagogical Dialogs; 4. Processes of Reflection and Empowerment; 5. Reinvention of Practices and Knowledge. The immersion in the Corpus of the research revealed that when the teachers made reflections about their own practice as teacher by themselves, the need to improve the pedagogical knowledge of contents in Science and from the insertion in the research, they felt motivated to study deeper the subjects to be taught to the students and no longer be conformed only with the knowledge that came from their own experiences. Research the contents to be taught were important because they made the teachers more self-confident to teach, inclusive adopting the interdisciplinarity while planning the classes. The contribution with this formation-research allowed the teachers to be empowered and talk firmer about themselves and their teaching practice, results obtained from a self-evaluation process and, therefore, self-learning process. This research permits to conclude that self-learning processes, when mediated by former(s), are potentially empowerment generator and consequently contribute to itself reinvention, of practices and teaching knowledge on Science Education.

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