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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Aprendizagem geométrica em torno das ideias presentes na simulação de um motor a dois tempos no GeoGebra: um estudo de caso
(Universidade Federal do Pará, 2020-02-20) SÁNCHEZ SÁNCHEZ, Ivonne Coromoto; QUARESMA, João Cláudio Brandemberg; http://lattes.cnpq.br/3873561463033176; https://orcid.org/0000-0001-8848-3550
This research focuses on the geometric learning manifested by a group of future teachers from the Integrated Degree in Science, Mathematics and Languages of the Institute of Mathematical and Scientific Education (IEMCI) and three mathematics teachers who participate in the activities of Simulators with GeoGebra (ESG). Specifically, in the construction of a circular sector in GeoGebra to represent the crankshaft part of a two-stroke engine. From the historicalcultural point of view of the Objectification Theory, this learning is analyzed with attention to the objectification processes of geometric knowledge manifested during a series of activities carried out in the moments of mathematization and mathematical work, using a multisemiotic analysis. The results highlight some aspects of the objectification processes evidenced in the performance of teachers and students in relation to the activities carried out to represent the circular sector in GeoGebra and the semiotic means used by individuals.
Acesso aberto (Open Access)
Aproximações e distanciamentos entre as obras réflexions sur la métaphysique du calcul infinitésimal e théorie des fonctions analytiques a partir da análise de conteúdo
(Universidade Federal do Pará, 2022-03-31) LIRA, Alailson Silva de; QUARESMA, João Cláudio Brandemberg; http://lattes.cnpq.br/3873561463033176; https://orcid.org/0000-0001-8848-3550
In the 18th century period, several mathematicians contributed to the development of Infinitesimal Calculus (IC). Among the exponents of this context, Joseph-Louis Lagrange (1736 – 1813) and Lazare Nicolas Marguerite Carnot (1753 – 1823) stood out. Thus, as a research question, the present work raised the following problem: what points of closeness and distance do the works Réflexions sur la Métaphysique du Calcul Infinitésimal (RMCI), of 1813, by Lazare Carnot, and Théorie des Fonctions Analytiques (TFA), of 1813, by Lagrange, present, concerning the concepts of the Infinitesimal Calculus? To answer it, we used the methodological contributions of content analysis as well as the steps established in Bardin (2016), adapted for this research. Therefore, this thesis aimed to compare, based on content analysis, the approximations and detachments between the works RMCI and TFA. With this, we realized, as approximations, that both perform descriptions about their concepts and definitions and involve the same problems with the infinitesimals about the infinitely large and infinitely small quantities. As detachments, we observe that the central elements in Lagrange's work are functions and series and only the algebraic method is under discussion, while in Carnot's work infinitely small quantities and the theory of error compensation are present, and it conceives the use of infinitesimals without disregarding the other methods.
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Bioidentidades e biossociabilidades: biopoder, regularidade discursiva e subjetivações no ensino de biologia
(Universidade Federal do Pará, 2022-12-01) MACÊDO, Luciel Antônio da Silva; Vieira, Eduardo Paiva de Pontes; http://lattes.cnpq.br/2902323640527915; https://orcid.org/0000-0003-1641-7014
In general terms, this research sought to analyze the discursive formations, the statements referring to molecular biotechnologies, as a knowledge-power, admitting as a hypothesis the premise that these knowledges, legitimized by science, operate as biopolitical devices capable of subjectifying the subject and contribute to the constitution of bioidentities and biosociabilities. In the methodological aspect, I used Michel Foucault's writings as a guide, particularly those related to archeology and genealogy, and others who sought inspiration from him, such as the sociologist Nikolas Rose, the anthropologist Paul Rabinow and the philosophers Francisco Ortega and Peter Pál Perbart. Through the archaeological conception, I made use of concepts such as statements, discourses, discursive practices and within this field, I sought to identify and analyze the discursive regularity of statements related to molecular biotechnology, as well as the epistemic conditions that enabled the production of this knowledge. In Focault's genealogy, the discourse assumes a political character, as it is expressed as an instrument of power and in this field, circumscribed concepts such as knowledge-power, security device, biopower and modes of governability were presented throughout the thesis supporting my analysis. From a theoretical point of view, the research considers that the device of sex, admitted by Foucault, is being replaced by the device of the gene, a form of biopower that in contemporary times acts in the production of subjectivities. Having in the high school Biology books, period corresponding to the last PNLD (2018 to 2020), the enunciative materiality of the speeches, what I could observe from the analyzed statements was a direct relationship between the biotechnological speeches, as a knowledge-power, and the effects that these discourses carry in terms of the construction of bioidentities and biosociabilities. These constructions thus represent an identity production in which the subject, subjectivized by this knowledge-power, identifies himself from a biological construct and, as such, proposes a constant monitoring, under the logic of expert knowledge, of self-care and the search for the utopia of perfect health.
Acesso aberto (Open Access)
A ciência e a educação em um jornal da Amazônia: Folha do Norte (1896 -1897)
(Universidade Federal do Pará, 2018-03-08) BARROS, Raimundo Nascimento Pereira; Alves, José Jerônimo d e Alencar; http://lattes.cnpq.br/9586790409626243
The present research aims to analyze the discourses on Science and Education that circulated in the pages of the newspaper Folha do Norte in the years 1896 and 1897, which lasted seventy - eight years, beginning its activities in January 1896 and circulating daily until 1974. The newspaper Folha do Norte was a newspaper of great importance in the history of the press in Pará, for being involved in the political scene, especially in the late nineteenth and early twentieth centuries, being a strong supporter of the Federal Republican Party, led by Lauro Sodré, who fiercely opposed the policy of Antônio Lemos, owner of the newspaper The Province of Pará. Our object of study is the newspaper Folha do Norte, which included in its publications the political news and other topics, although we tried to collect those that were related to our objective that was the news about Science and Education. in all the available copies in the Digital Library of the National Library of the years of 1896 and 1897, finding columns and loose notes that spread scientific news and about public education, among them, the columns "Revistinha Scientífica" and "Respiga Scientífica" that they brought news related to science. News about the Roentgen Rays or X-Rays were also present on the pages of this newspaper that were mainly used for our analysis to seek to question whether these notes constructed positive or negative images about the sciences and how these images were constructed? There were also news items dealing with educational and organizational issues, including invitations to take admission exams, call students for second-call tests, and others. We also found a column entitled "Public Instruction", which dealt with matters related to the regulation voted in the year 1896; classification of schools in the 1st, 2nd and 3rd places of the cities of the interior and of the capital, as well as other notes that related to the events that occurred in educational institutions in Pará. However, we did not find news that talked about science and education together.
Acesso aberto (Open Access)
Contos de tradição oral e educação ambiental: uma prática interdisciplinar em aulas de ciências
(Universidade Federal do Pará, 2017-02-15) SANTOS, Diana Gonçalves dos; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
This work was developed with students of 4th year of basic education school Monsignor Azevedo , where these are from the island of Combu. It is specifically didactic interdisciplinary and transdisciplinary character practices, whose claim was to rescue the local culture through tales of oral tradition as well as mobilizing reflexive attitudes about environmental context relating one of the most prominent problems in the medium environment that is lack of water in certain locations. The proposal led us to find several theoretical studies as it relates to the primitive people lived before the Portuguese colonization, amid their beliefs, myths and stories told as well, in studies related to the environment and water resources. It should be noted immersion in field with conversations wheels with the parents of the students to understand the oral narratives that children bring about their local culture in the activities. So the proposal has enabled us to understand that traditional knowledge empower the process of scientific literacy in the various areas of knowledge.
Acesso aberto (Open Access)
Contribuições de um ambiente virtual para a divulgação das pesquisas em história da matemática no Brasil
(Universidade Federal do Pará, 1991-02-27) CASTILLO BRACHO, Luis Andres; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
In this work, we present a reflexive description of a research focused on the materialization of an interactive virtual environment called Brazilian Reference Center for Research in Mathematical History - CREPHIMat, linked to two broader research projects funded by the National Council for Scientific and Technological Development (CNPq), in the field of relations between history and teaching of Mathematics. The research carried out had the objective of virtually materializing the environment and evaluating the impact of this creation by the academic community, with the purpose of identifying its contributions in the dissemination of research productions in the History of Mathematics, developed in Brazil between 1990 and 2018, without neglecting the expansion of the collection of productions that may come out from future studies in this field. The collection and classification of productions in this field of studies was carried out by a team of graduate students at the master's and doctoral level, together with the Coordinator of CREPHIMat, based on previous research already carried out by Mendes (2010, 2015, 2018a), related to academic-scientific productions originated in Brazilian research in the field of the History of Mathematics in the period 1990-2018. Approximately 2.100 archives were organized, including theses, dissertations, articles from scientific journals, conference proceedings, mini-course books, educational products, teaching materials, and other productions aimed at undergraduate and graduate students, professors, and researchers interested in the History of Maths. In addition to these actions, an evaluation of the initial impact of the CREPHIMat virtual environment with the academic community has also been carried out since its launch in August 2019. The result pointed to favorable considerations for the implementation of a variety of activities in this environment, such as contributions to the work of the professor and researcher in this field, as well as to undergraduate and graduate students in Mathematical Education. At the end of the study, we point out the instructions for the exploration of the environment by the entire academic community related to the research topic, as well as the potential for training activities for teachers in the form of conferences, workshops, training courses, among others.
Acesso aberto (Open Access)
Currículo menor de ciências: atravessamentos por uma escola ribeirinha da Amazônia Tocantina Paraense
(Universidade Federal do Pará, 2019-04-30) CORRÊA, Edilena Maria; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
A curriculum is a way of life, of existence, a space to experiment, to do and to produce. A curriculum is a discourse, it is a production process. A resume is life. In educational practices they inhabit lives, doing movements, a science curriculum as well as a curriculum in other areas of knowledge is always a process of inventiveness. For this process of research-creation the idea comes from the argument that the science curriculum is life, although it is officially in the hard and sedentary meshes. Science is a knowledge also produced in inventiveness like any other. In this way, the science curriculum that is scored in this research comes along the smaller lines, coordinated by living powers of community lives, food production methods and unique processes of these lives that cross the riverside school environment. Understanding the science curriculum crossed by the school knowledge and the usual knowledge of a riverine community of the Tocantina Amazonian Paraense. The invention research was given among residents of the island of Pacuí de Cima, municipality of Cametá-Pa, School Professor Fulgêncio Wanzeler and had as triggering questions: what powers a minor science curriculum offers for the expansion of educational practices? What can the minor practices of a science curriculum do? How is the minor science curriculum produced by singularities? The invention research aims to create, singularly, a minor science curriculum traversed by n'compositions of knowledge that drag science to other visibilities in the space of the school of the Island of Pacuí. The idea is to think of a program of experimentation that offers heterotopian voices. In this way, the research is crossed by the theoretical thought of the Deleuzian Philosophy of difference by modes of conceptual variations and displacements, also promotes an effort of poetic creation of a notebook of teachers / students crossed by the curricular powers of sciences in variation of a riverside school of the Amazon Tocantina Paraense. The poetic process of the notebook is crossed by the creation of a smaller science curriculum in the involvement of school practices in the Amazonian environment. In addition, the thesis agency, poetically, various images, drawings, collages, digressions between water crossings and photographs. The thesis also produces, amateurishly, a notebook of photographic images, daily records of my crossings between the school and the community that give thought to the science curriculum. As a passing-completion bet, the thesis creation understands that a resume is a model to be followed, nor a packet crate if it is finished. The smaller science curriculum that runs through the thesis creation attentive to the lines of uniqueness as a program of experimentation that runs through the vitality of every school, teacher, student. A bet on the openings of curricular science practices.
Acesso aberto (Open Access)
Os cursos de licenciatura em matemática das universidades em Belém do Pará: da criação à consolidação
(Universidade Federal do Pará, 2021-12-07) LIRA, Alailson Silva de; MENDES, Maria José de Freitas; http://lattes.cnpq.br/4608940740054670
This research aims historically contribute to the course of degree in mathematics from universities in Belem. The purpose of this is to describe the processes that led to the creation of degree courses in Mathematics, Federal University of Pará (UFPA), State University Pará (UEPA) and University of Amazonia (UNAMA) and the changes in their curriculum structures. For the development of research, we adopt the historical research as a methodological theoretical basis using taxonomic criteria and historical field Aróstegui (2006) and Barros (2005). Furthermore, written sources were analyzed, located in the archives of these educational institutions, theses, dissertations and papers that were related to the topic discussed. To reach our goal, it was necessary to go through the history of the teaching of mathematics and the first mathematics courses in Brazil, since the changes in the first degree and Brazilian society reflected in the surveyed institutions and courses in their curriculum structures. Considering the multiplicity of possible interpretations and investigator bias in responses sought, through the documents decided to consider as proposed questions, tried to compose a first story that presents the three courses together. Furthermore, this research is justified given the social, historical construction and preservation of the Bachelor's Degree in Mathematics for the metropolitan area of Belém. As result of this study, we consider the curricular changes in the courses studied in Bethlehem, were due to taxes government through educational legislation and positions taken by the institutions in relation to society of Pará. Still, none of the courses would distanced from their origins, each contributing in its own way to the development of mathematics education and teacher education in the state and the Amazon Region
Acesso aberto (Open Access)
Entre salvação e perdição: a sexualidade do bom cristão
(Universidade Federal do Pará, 2019-05-09) RODRIGUES, Luciane de Assunção; CHAVES, Sílvia Nogueira,; http://lattes.cnpq.br/9353964127402937; https://orcid.org/0000-0002-9771-4610
What are the subjectivities constructed in discourses about sexuality? What are the existing conditions from discourses that proliferate this sexuality? Such questions emerged and constructed the basis of this research, whose tension and transgression lines are the connecting threads that integrate a drama related to the sexuality of the "good christian". To exposure the sexuality in the confessional schools, we focus on a dynamic inventive character that moves the analysis of empirical materials selected to integrate the corpus of this research. Inspired and nuanced with the keen senses by Michel Foucault's thought, these materials speak and describe what they had seen, heard and felt in a Confessional School spaces. Based on distinct personalities, these characters are proficient in demonstrates the processes of subjectivation of the "good christian", being it a teacher or student, as well as the incidents lived within a space in which the sexuality is situated between the obedience and transgression. Among the characters, the Schizophrenic School begins a discussion with its madness, alternating between lucidity moments and hallucination, without being able to perceive when it is in another mode. In this context, the schizophrenic school decides to put the other characters on their divan, especially in confession way. Therefore, each character tells how it was crossed/affected by the sexuality that used to circulate there. It mobilizes a central question on this investigation, which is: How works the sexuality device in a Confessional School? We support the following idea based on the confessions analysis: The production of subjectivity on the "good christian” is tied to the control and management of sexuality. On this line, sexuality opens up possibilities paths for an invention and creation to live new ways. This is how the characters who inhabit the Confessional School dared to create a space "in between" on the middle. Furthermore, they resisted, invented and lived their sexuality, thus breaking the inertia and paralysis to remaining on "good christian" position. They chose to live their sexuality in a resistance way, instead of rehearsing obedience to the regulatory norms established on this Confessional School. Then, between is where everything escapes, in which sexuality transgression has not been formatted, sighing for freedom in life that experiences.
Acesso aberto (Open Access)
Um estudo acerca da inserção de aspectos históricos dos conceitos de dependência e independência linear em cursos de álgebra linear
(Universidade Federal do Pará, 2022-02-22) DIAS, Renan Marcelo da Costa; BRANDEMBERG, João Cláudio; http://lattes.cnpq.br/3873561463033176; https://orcid.org/0000-0001-8848-3550
The present study aimed to investigate how the historical development of the concepts of Linear Dependence and Independence can be approached in Linear Algebra courses to enable a better understanding of these concepts by Mathematics undergraduates. To this end, we developed a Bibliographic Research with a qualitative approach for data analysis consisting of two moments. In the first moment, based on Dorier (1995b; 2000) and Moore (1995), we discuss the historical constitution of Linear Algebra, in which we identify four different preceding notions of the current concepts of Linear Dependence and Independence, whether they are inclusive dependence (Euler), unified dependence for equations and n-tuples (Frobenius), generalization of dependence to n-dimensional space (Grassmann) and axiomatization of dependence and linear independence (Peano). In the second moment, we present didactic suggestions, based on Mendes (2006; 2015; 2016) and Brandemberg (2018; 2021), on how to approach these different notions in Linear Algebra courses. Such suggestions aim to give students the opportunity to have contact with different aspects that allow them to broaden their understanding of linearity as a relationship between vectors, as well as to visualize the current definitions of Linear Dependence and Independence as a language that does not discard the notions given by Euler, Frobenius, Grassmann or Peano, but keep them in a unifying and generalizing character.
Acesso aberto (Open Access)
Um estudo descritivo-analítico sobre aprendizagem em pesquisas doutorais de neurociências (2007-2018)
(Universidade Federal do Pará, 2020-05-15) OLIVEIRA, Valdete Leal de; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/ 0000-0001-7910-1602
We developed a documentary study in a virtual environment, in which doctoral research produced in Neurosciences and Education in Brazil during the period 2007- 2018 was analyzed with the aim of identifying, cataloging, analyzing and organizing dispersed data to investigate the contributions of the research developed in the field of Neuroscience for research developed in the field of learning, as well as we seek to evidence whether the perspectives of Bear, Connors & Paradiso (2017), Kandel and collaborators (2014), Lent (2010) under learning are present in these productions . To this end, we turn to the Bank of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES). This research consists of four interconnected chapters. The first is characterized by being a historical chapter in which we aim to answer the following question: Neuroscience or Neuroscience? To answer this question, we adopted a multi-differential approach when consulting books, articles and doctoral research. In the second, we developed a descriptive-analytical study in order to show whether the doctoral research developed in Brazil between 2007-2017 in Neurosciences, Psychology, Psychology of Teaching and Learning, Interdisciplinary, Education, Science and Mathematics Teaching and in the field of Social and Human Sciences during the period 2007-2017 present contributions that may migrate to the field of learning, as well as we seek to know how Brazilian neuroeducation has been outlined, from these researches. We also carry out the, we developed a descriptive-analytical study, of doctoral research produced in Brazil over the period 2007-2018, however, at this point in the research, we expanded the 'Large Áreas of Knowledge', 'Areas of Knowledge' and the 'Areas of Concentration' investigated. While in the fourth chapter we specifically investigated thirteen (13) doctoral researches developed in the interlocution of Neurosciences and Education with the aim of revealing the possible contributions of these researches to the field of learning. In the fourth chapter, we use o IRAMUTEQ (Interface for R pour les Analyzes Multidimensionnelles de Textes et de Questionnaires) a free textual data processing software that offers ways of processing textual data, such as: basic lexicography (calculation of word frequency ) and multivariate processing (Descending Hierarchical Classification, Similitude Graph, Word Cloud) (LABART & SALEM, 1994; DOISE, CLEMENCE & LORENZI-CIOLDI, 1992). The results demonstrate that the doctoral research produced in Neurosciences in Brazil (2007-2018) presents contributions that can migrate to research produced in the field of learning, however, this information is compiled fundamentally in basic research and it is necessary to develop future research to apply them for educational purposes. None of the thirteen researches used Bear, Connors & Paradiso (2017), Kandel et al (2014), Lent (2010 to discuss learning. As well as the thematic diversity existing in these productions, and that the neuroscience developed in Brazil (2007) -2018) is configured as a movement specific to the educational field.
Acesso aberto (Open Access)
A formação matemática de professores primários na Escola Normal do Pará (1890-1910)
(Universidade Federal do Pará, 2022-09-01) PEREIRA, Marcos Fabrício Ferreira; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
The Normal School of Pará was for many years the most important educational institution in terms of teacher training in the state. In this sense, this research aimed to analyze the mathematics present in the textbooks and other educational writings contained in the EN collection, in the period between the years 1890 and 1910, in order to answer which mathematics can be identified in the EN collection between the years 1890 and 1910? For this, this historical research assumed a qualitative methodology, based on documentary sources and official documents such as government reports, messages and speeches; regulations and educational programs of the institution and, mainly, publications and educational manuals on arithmetic, algebra, geometry and drawing contained in the collection of the State Memory and Teaching Center de Pará "Prof. Licurgo Peixoto de Brito", place that houses the collection of the former EN, which were analyzed from the angle of the following conceptual categories: "History of educational institutions", "School culture", "History of school subjects", "The textbook as a source of historical information"and "Content analysis". Research has shown that, although not unanimous, the normal model appeared to be the best option for teacher training in the period, moreover, the teaching programs were based on publications widely distributed in elementary schools and normal schools. in Brazil, and in accordance with the ideal of primary teacher training in Pará, in the period studied.
Acesso aberto (Open Access)
História para ensinar matemática nos anos iniciais nas produções acadêmicas brasileiras (1990 – 2018): princípios, métodos e propostas
(Universidade Federal do Pará, 2021-02-12) SILVA, Luiza Pereira da; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
From a research, whose object of study was centered on the productions of postgraduates of brazilian universities in History for the Teaching of Mathematics (HEnM), with a cut for the initial years, this work develops and analyzes the academic productions from the field between 1990 and 2018, with an emphasis on its principles and methods, to highlight its potentialities and contributions not only in mathematics, with an approach related to history, the initial years of Fundamental Education, based on the files that make up the collection of the Brazilian Center of Reference in Research on the History of Mathematics (CREPHIMat), originating from two research projects aos quais or documentary study is linked. Through the cataloging of productions, a paradigmatic matrix was elaborated, in order to identify and analyze the Technical, Methodological and Theoretical levels as constitutive elements of the productions on the researched topic, aiming to point out ways of using history to teach mathematics in the initial years, and, likewise, it provides indications of the contributions of these productions to the teaching of mathematics and to teacher training, based on the foundations established by Mendes (1997, 2001, 2009, 2013), or provides history as a didactic and conceptual mediator, tending to historical research as an element of (re)construction of mathematics generated in different socio-cultural contexts, developed from investigative activities that problematize practices for the improvement of learners. The results highlight the importance of two well-trodden paths by researchers in the direction of mathematics teaching approaches, through the history of mathematics as a mediator of proposed pedagogical practices, as they involve testing of concrete materials, artifacts and manipulations, applications of history in situations of teaching and training and as a basis for research methods and explorations in the training of Mathematics teachers. It is emphasized that, in a general way, all productions point to the need to implement the uses of the history of Mathematics in initial or continuing teacher training, as a fundamental element for the constitution of a didactic epistemology that enables a didactic and conceptual training to teach Mathematics with meaning, supported by a reflective approach.
Acesso aberto (Open Access)
História para o ensino de geometria analítica nas produções de história da matemática do Brasil
(Universidade Federal do Pará, 2020-02-10) MARQUES, Rubens Matheus dos Santos; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
This research refers to the history of analytic geometry in the productions of History of Mathematics in Brazil, so this research is research type research. For the methodological development we base on the epistemological assumptions of Gamboa (2012), so that it subsidizes the analysis of each identified production according to the research objective that concerns the proposed activities for the teaching of analytical geometry in the research productions centered on its historical and methodological aspects, for its use in mathematics classes exposed in the Brazilian productions of History of Mathematics, within the scope of postgraduate dissertation and thesis level, event annals, education journals and short course books offered by SBHMat in SNHM. To guide the research, we consider the following question: What approaches and contributions emerge for the teaching of analytic geometry in the production of History of Mathematics in Brazil? As results we identified thirty-seven works referring to the history of analytical geometry classified in the research trends in History of Mathematics, namely; History and Epistemology of Mathematics (HEpM), History of Mathematical Education (HEdM) and History for Teaching Mathematics (HEnM) Thus, sixteen productions were identified in relation to the master's level scientific production, twelve related to the works published in the annals of events, three in the journals of the area and finally six short course books were identified. From this finding we elaborate referrals for teachers of basic education from the information contained in the productions classified in HEnM in order to reveal how the approaches presented in the research can be worked in line with the textbook.
Acesso aberto (Open Access)
Histórias do sistema de numeração decimal produzidas na pós-graduação brasileira (1990-2018): potencialidades para o ensino de aritmética nos anos iniciais
(Universidade Federal do Pará, 2021-02-07) PIRES, Lucas Silva; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
This dissertation is a result of an investigation linked to two research projects funded by the National Council for Scientific and Technological Development (CNPq). It comprises a bibliographical documentary study in the modality of a research on thesis and dissertations about the History of Mathematics produced in Brazilian stricto sensu Postgraduate programs. The corpus has analyzed short course books of the Brazilian Society of Mathematical History (SBHMat), proceedings of national academic events discussing the History of Mathematics (SNHM), Mathematical Education (ENEM), among others. Worth mentioning too articles published in journals qualified by the evaluation system of the Higher Education Personnel Improvement Coordination (CAPES). Our objective was to characterize the histories that make it possible to teach the Decimal Numbering System in Primary school, based on researches that deal with history for the teaching of Mathematics in that country. In this sense, we established the following research question: how was the history for the teaching of the Decimal Numbering System in Primary school treated in Brazil, in a pedagogical sense, in the History of Mathematics productions ranging from 1990 to 2018? To answer this question, we ground our reflections on four concepts established by Mendes (2006; 2008; 2013; 2015; 2017): 1) history as an agent of cognition in Mathematical Education; 2) history as a cognitive reorganizer in mathematical learning; 3) history of mathematics as a didactic and conceptual mediator and 4) history for the teaching of mathematics as a didactic reinvention for the classroom. To accomplish this study, we initially conducted a survey of these productions, dividing them into three trends in the History of Mathematics: 1) Mathematics History and Epistemology; 2) History for the Teaching of Mathematics and 3) History of Mathematical Education. Then, we took into consideration the productions listed in the second trend, selected and grouped those which explored histories in order to teach the Decimal Numbering System in Primary school, so as to characterize these productions based on an analytical tool elaborated from the four concepts previously mentioned. Subsequently, we proposed some pedagogical suggestions and didactic activities to support the teacher's work in the classroom. Finally, we combine the activities that deal with this content, potentially elaborated in the researches, with the content addressed in 4th and 5th grades textbooks. Based on the results, we understand that these activities can be implemented by the teacher in the classroom. Likewise, we point out that there are researches that suggest activities, but some of them need adaptations so they can be effectively used in a didactic way by the teacher. Therefore, we consider that the researches potentially related to histories for the teaching of the Decimal Numbering System in Primary school, when they do exist, can be inserted in classrooms in association with textbook contents, and thus enrich the teacher's didactic approach in the teaching of arithmetic within the importance of the students learning.
Acesso aberto (Open Access)
A institucionalização do ensino odontológico na Escola Livre de Odontologia do Pará: dos “sacamuelas” aos cientificistas (1911- 1920)
(Universidade Federal do Pará, 2016-07-07) LIMA, Marcelino Carmo de; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
The Escola Livre de Odontologia do Pará (Free School of Dentistry of Pará) was created in 1914, with objective to disseminate modern dental education. It was founded by surgeonsdentists, doctors and pharmacists who occupied important positions in the political and institutional structure of the State. The objective of this research is analyze the conditions of dental education institutionalization in the Escola Livre de Odontologia do Pará. The research locates between 1911 and 1920, because it embraces a period in which changes were introduced in the regulation of the dental practice, through the creation of the School, until the moment she fits to national rules laid down for the Faculties, in which the since then became Faculdade Livre de Odontologia do Pará (Free College of Dentistry of Pará). In the research we tried to analyze: the antecedents of the creation of the School; the relationships in dental practice in Pará; the resistances in the process of introduction of new dental practices. For this, the school curricula were analyzed, the registers of the Congregation and discourse of teachers and rulers, etc. Research has shown that before the creation of the School had dentists and practical dentists, who worked at the local dental field. These groups competed for the monopoly of dental practice in Pará. The dentists sought to expand areas of modern dentistry in the midst of society. They argued that their dental practice was scientific. They did use speeches that disqualify the practical dentists. With the creation of the Escola Livre de Odontologia was promoted dental education in the region, aimed at expanding the number of health professionals trained in the order of modern discourse, ie, graduates in scientific discourse. The school sought to expand the space of modern dentistry in the middle of the local population, creating the clinic dental care, which intended to provide dental surgical services free the soldiers of the Military Brigade, interns of the Hospice for the Insane and students from public schools in Belém.
Acesso aberto (Open Access)
A introdução da Escola Superior do Pará: “Escola de Pharmácia do Pará” e ensino científico (1897-1914)
(Universidade Federal do Pará, 2017-03-22) NASCIMENTO, Sulenir Candida da Silva; Alves, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
The objective of this research is to analyze the contributions of the Escola de Pharmácia do Pará to the process of introducing science in higher education in Pará. We chose the year 1897, as the initial mark of the research, due to the creation of the Sociedade Médico-Pharmacêutica do Pará, analyzed in the first chapter as a condition for the creation of the Escola de Pharmácia do Pará. The first years of operation of the Escola de Pharmácia do Pará and coincides with changes brought about by the Rivadavia Correa Law, which reformed and gave new guidelines to higher education in Brazil. We devoted the second chapter to analyzing the social context that influenced the creation of the Escola de Pharmácia, more specifically those related to health issues, where we emphasize the dialogue between elements of modern culture, sometimes represented in policies and institutions linked to sciences, such as Diretoria do Serviço Sanitário do Pará, with elements of traditional culture, represented in the actions of shamans, healers and practitioners. Finally, in the third chapter we examined the presence of the sciences in the Escola de Pharmácia do Pará throughout its first decade of operation, ie, from 1904 to 1914, not in isolation, but as part of a process that was accentuated by the Advance of modernity. We conclude that this institution continued the teaching of science, becoming the pioneer of the introduction of scientific education at the upper level of Para. The sciences, which from the beginning predominated in the curriculum, were expanded during this decade, mainly through the number of disciplines.
Acesso aberto (Open Access)
Uma linguagem geométrica singular refletida no Códice Atlântico de Leonardo da Vinci: contribuições para a geometria escola
(Universidade Federal do Pará, 2021-02-26) MARTINS, Jeová Pereira; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
Mathematics teaching in Basic Education requires special attention from teachers and researchers in the field of Mathematics Education, because one of its functions is the student’s integral education as far as the mathematics’ knowledge needed for teaching. This thesis points out possibilities for this formation process in Basic Education and aims to establish relationships between the elements of geometry as reflected in Leonardo da Vinci’s Codex Atlanticus and the elements of school level geometry. It is a qualitative research whose focus were Leonardo da Vinci’s drawings and notes contained in the Codex Atlanticus, where we searched for geometry objects with which we could establish relationships with school level geometry. The information gathered was dealt with based on a study of the Codex’s 602 pages, of which 13 were analyzed according to semiotic principles and to the reading of mathematical images as defined by Santaella (2005, 2012, 2018). The results of this analysis show that the drawings and notes contained in Leonardo da Vinci’s Codex Atlanticus present elements related to school level geometry which can be mobilized in teaching processes based on the problematization of these elements, materialized in teaching activities and investigation projects that may become didactical subsidies to be incorporated by mathematics’ teachers in the teaching of geometry in Basic Education.
Acesso aberto (Open Access)
Literatura e sexualidade e educação: apontamentos intercessores para o ensino de ciências
(Universidade Federal do Pará, 2019-03-23) COSTA, Dhemersson Warly Santos; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
The encounters with literature, the philosophy of difference and the teaching of sciences mobilized is written, instigated by the problematic of sexuality, a recurring theme in the discipline of biology, however, linked to the morfo / fisio / logical conceptions and the reproduction of the offspring, reproducing the scientific discourse that systematize life into a structure, a unity that rejects variations. Sexuality, enveloped in this thought, runs the path of systematization, fragmentation and generality. Life, however, is not an absolute, sexualities enter at all times in variation, composing other possible. It is questioned in this writing: can sexuality only be problematized by the theoretical lens of science / biology? Is it possible to think of sexuality entangled in other perspectives? Is it possible to experience sexuality unrelated to genitalia? What problems can literature provoke to think of other sexualities beyond biological discourse? What resonates from the meeting between education in science and literature in the debate on sexuality? What intersections are possible? What learning is mobilized by these meetings? Without formative or methodological pretensions, what is wanted is to experiment with the literature of Caio Fernando Abreu (Morangos Mofados, 2015), blocks of sensations that mobilize other forms of becoming-thought in writing, in the body, in sexuality, in life, with the philosophy of difference and then make provocations to the teaching of science.
Acesso aberto (Open Access)
Memórias do Ensino da Matemática no Grupo Escolar Dom Romualdo de Seixas – Cametá/PA (1960-1970)
(Universidade Federal do Pará, 2016-02-28) MOIA, Romulo Everton de Carvalho; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437; ROCHA, Maria Lúcia Pessoa Chaves; http://lattes.cnpq.br/4291670232604529; https://orcid.org/0000-0002-8022-2601
The work entitled "Memórias do Ensino da Matemática no Grupo Escolar Dom Romualdo de Seixas – Cametá/PA (1960-1970)" aims to investigate and understand the memory of educational practices in teaching mathematics in the early years of schooling in the School named Dom Romualdo Seixas (GEDRS), the period of about twenty years, between the 1960s and 1970s. To this end, I had to understand the process of implementation of school groups, identify and select the practice of teaching records; and, finally, discriminate and define the profile of the teachers who taught mathematics from 1960 to 1970. The research followed an approach based on cultural history with emphasis on the history of institutions and history of school subjects. Accordingly interviews were conducted with teachers and students of the initial series, currently named first cycle of elementary school, who experienced the GEDRS routines in the period surveyed. Other sources also collaborated, e.g., literature review, official documents, articles, etc. The results shows that some teaching methodologies like the insertion of textbooks in schools were not adopted due to a set of reasons, e.g., GEDRS was not favored by new policies or it was a authority neglecting regarding the search for improvement and adaptation of teaching.