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 - 8 de 8

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Estudando o obstáculo didático sob a ótica da teoria antropológica do didático
(Universidade Federal do Pará, 2016-06-27) MIRANDA, Werventon dos Santos; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
Statistics on education reveal difficulties in learning Mathematics. Thus, although such difficulties are present throughout Elementary School, it is important to note that expressively higher failure rates are observed among beginners of the second segment relative to concluding students of the first segment. This trend suggests that gaps are established as students are promoted from the first to the second segment. With this focus, we aim to identify elements that make-up the institutional epistemologies used in the teaching of Mathematics to students of the first and second segments of elementary education in relation to the teaching of fraction. In-order to achieve this goal, a qualitative literature review was undertaken. The results show that the current structure of Fundamental Education in Brazilian is the result of international agreements and pressures to expand compulsory schooling. These facts led the country to unite the old primary education with the junior high school, which was the first phase of high school with the elimination of the ―admission exam‖, and thus, forming the current nine (9) year Elementary Educational structure. This new structure is supposedly continuous, but is actually seen as ―two distinct and juxtaposed blocks‖ because they acquire characteristics that distinguish them and allow them to be seen as two institutions in terms: (1) the organizational structure, (2) the manner in which the content of each disciplinary is taught and (3) the minimum requirements of professionals qualified to teaching in each of these blocks that are also known as segments. Based on the research, each segment adopts a different approach to teach fractions. Such differential in Institutional Epistemology is seen as a didactic obstacle in the learning of fraction among students that initiate the second segment of elementary school. Hence, it is referred to as an Institutional Didactic Obstacle.
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Iniciação científica na Amazônia: bases históricas e epistemológicas dos clubes de ciências de Abaetetuba- PA e Moju- PA
(Universidade Federal do Pará, 2022-05-23) CAJUEIRO, Dayanne Dailla da Silva; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
Scientific initiation, scientific dissemination, scientific culture, science fairs, initial and continuing education for teaching... These are some of the actions that have been developed by Science Clubs in Pará. The first Science Club emerged in mid-1979 in the state, called Science Club of the Federal University of Pará - CCIUFPA and since then its actions have contributed to the dissemination of several other spaces in neighboring municipalities and in distant regions of the state that have been consolidated with personality and identity, therefore, although the actions move towards the same objective, which is the scientific initiation of professors and students, these Clubs were encouraged to develop and constitute themselves based on the demand of their public and community, which makes them unique within their operating context. In this research, focus is given to the historical and epistemological bases of the scientific initiation of the Science Clubs of Abaetetuba-PA and Moju-PA. In this direction, the research problem is expressed: "in what terms are the activities of Science Clubs in the immediate geographic region of Abaetetuba-PA configured, in view of the historical-epistemological bases of scientific initiation developed by them?", and how objective: to investigate the epistemological historical bases of the scientific initiation activities of these spaces mentioned there, from the investigated histories from its foundation to the present day. In this perspective, I defend the thesis that the Science Clubs of Moju-PA and Abaetetuba-PA build and develop pedagogical practices in line with the demands of contemporaneity, whose historical, theoretical-methodological and epistemological aspects of scientific initiation are predominantly located in the development cultural center focused on the ScienceKnowledge-Society trilogy, contributing to the formation of critical and responsible citizenship for students and the professional development of teachers. For this, I adopt qualitative research in the narrative modality, where life experiences of students, teachers, coordinators and collaborators of these spaces are intertwined in information documented in scientific works and internal records (from minutes of meetings, scientific initiation projects, histories, among others. others.) constituting oral and written narratives. In this sense, for the analysis of the information, I adopt the discursive textual analysis and in this way, the raised narratives were constituted in field texts that from new and other interpretations form this metatext. From this analysis, I build three emerging axes: i) “TAKING FORWARD THE AFFLUENTS: consolidation of the Science Clubs of MojuPA and Abaetetuba-PA”; ii) “THIS RIVER IRRIGUATED CULTURE: dissemination and popularization of Science”; iii) “THE WATERS CHANGE: different contexts of scientific initiation in basic education through the Science Clubs of Abaetetuba and Moju for the 21st century”; The results show that the Science Clubs of Moju-PA and Abaetetuba-PA build and develop pedagogical practices according to contemporary demands, where the historical aspects of scientific initiation are located in cultural, educational, technological and Science development, thus contributing way, for the critical formation of the citizen and for the teaching professionalization. In this way, I conclude that studying scientific initiation in Science Clubs, through narratives, is to retake the experience, relive stories lived and told by those who look at Science and its teaching with new perspectives for basic education, thus recounting the history of Science in the educational scope projecting new perspectives for the formation of the citizen of this century in the context of Pará and in the country.
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Os jogos de regras e o desenvolvimento de habilidades matemáticas sob a perspectiva wittgensteiniana: um estudo a partir do xadrez
(Universidade Federal do Pará, 2020-04-17) CRUZ, Jaqueline Valério da; SILVA, Paulo Vilhena da; http://lattes.cnpq.br/2979203220976406; https://orcid.org/ 0000-0002-2573-6255; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
Our research has as main objective to investigate how mathematical skills, according to the perspective of Wittgensteinian philosophy, can be developed through the practice of games in the school environment, with emphasis, mainly, on the benefits pointed out by the practice of chess. We then seek to show how the practice of rule games can contribute to the development of important skills for the domain of mathematical language, analyzing, in a therapeutic way, how the psychological concepts attributed to these are presented in the Mathematics Education literature, since most of works on the theme of games are linked to the cognitive model, where they develop their analysis in the mental, regardless of language. Thus, we will point out the skills in a Wittgensteinian perspective, such as the concepts of "following rules", "understanding" and "seeing-as", which are presented by the philosopher as linguistic skills. To this end, we will conduct our research through a theoretical discussion about the importance of games in the Mathematics Education literature and the mastery of techniques based on the ideas of the Austrian philosopher Ludwig Wittgenstein. In this way, we can see that such skills developed - logical reasoning, memorization, etc. - means knowing how to master the linguistic rules according to each language game.
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A língua de ensino e os desafios da aprendizagem da matemática nas escolas primárias haitianas
(Universidade Federal do Pará, 2020-03-20) CHARLES, Marie Esther; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
This study, entitled “The language of instruction and the challenges of learning mathematics in Haitian primary schools” provides an analysis of the problems faced by Haitian primary school students. The problem lies in the fact that education in Haiti is in French, the second language of which most Haitian children only come into contact in schools. Therefore, Creole, the mother tongue, is not really the object of learning in the schools of the country. As a result, children face many learning difficulties, particularly in mathematics. Thus, our main objective is to analyze the importance of the use of the mother tongue as the language of teaching mathematics. To carry out this analysis, we rely on the philosophy of Wittgenstein’s language, specifically on some concepts that he developed in the Philosophical Investigations. Then we use other readings on bilingualism and mathematical literacy, which we judge in accordance with the philosopher’s thinking. On the other hand, we carried out a survey through a questionnaire intended for teachers of basic education I and II working in primary schools in Haiti with the aim of investigating the factors that represent obstacles for students in learning about mathematics, whose classes are in French. In our analyses, we were able to conclude that these factors are due to the behavior, conception and understanding of mathematical language by children and are related to the language problems they face. To cope, some teachers sometimes had to use the translation of mathematical statements from French to Creole to facilitate their understanding. A finding that fits well with the theoretical part of the research, namely that the mother tongue is the one to be promoted to bring the child to a good understanding of the mathematical language. We also note that there are obstacles that prevent the establishment and application of a good language policy in the education system and one of them remains the involvement of the public sector whose investment covers only 20% of Haitian students.
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O modelo referencial da linguagem na tradução-interpretação da linguagem matemática pelos surdos usuários da Libras
(Universidade Federal do Pará, 2019-03-28) COSTA, Walber Christiano Lima da; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
This thesis presents a study about the use of Referential Model of Language in the translation-interpretation of mathematical language by the deaf users of Libras. This study aims to: inves- tigate the influences of the use of the Referential Model of Language by deaf students in the learning of mathematics; analyze the translation processes of deaf students in mathematics classes; investigate the language games in the use of several languages in the context of the learning by deaf students. To this end, we rely on some concepts of Wittgenstein's philoso- phy, as well as on mathematical educators who join hisideas to think teaching and on authors discussing inclusive education. We support the hypothesis that, when translating mathemati- cal concepts into Libras, deaf students make use of the Referential Model of Language, which reach for the word-for-word translation or signal word. And our thesis is: the referential use of language prejudices learning in mathematics by deaf students, since it’s been noticed that deaf students make translations that do not express the meanings of the mathematical text. We conducted a field research in two cities in the State of Pará, with a total of 13 deaf students, four at one school and nine at a second one. For data collection and analysis, we have created a class with deaf students in each school. We chose to build up such classes because of our focus on deaf students and their translations. Considering the qualitative approach, we realize that deaf students use the literal translation that stems from the Referential Model of Lan- guage, in other words, a word-sign translation, making them unable to understand mathemati- cal concepts. By employing it this way, deaf students use a language game that is not what the teacher proposes in the classroom. And this corroborates to a scenario of exclusion, which would goagainst the ideas of inclusion,fair education and quality to all. We assume that lin- guistic differences often cause disturbance, since there are still scenarios without the presence of fluent teachers in Libras and no professional translator-interpreters and, along with the use of referentiality, end up bringing even more difficulties to the deaf. We have noticed in the field research that even deaf students in more advanced grades experience difficulties in the translation-interpretation of mathematical texts, what evidences the harm that this Model brings to the learning, in mathematics, by deaf students.
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Qual o sentido de estudar matemática na escola? o que dizem professores e alunos
(Universidade Federal do Pará, 2016-04-15) SILVA, Paulo Vilhena da; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
It is not news that learning of mathematics is problematic. Thus, for quite some time, as an alternative to this difficulty, researchers in mathematics education has sought to consider the culture and the customs of different groups in the teaching of mathematics, investigating how to use this “out of school” knowledge in school teaching of mathematics, in order to make learning more interesting, useful, contextualized, critical, meaningful, etc. Hence, in the literature of this field of study it is very common to find statements that the teacher should contextualize his classes using concrete situations of life of students, that is, real problems of learner's life. While this may be a good strategy if taken to the extreme, gives the impression that only what is immediately applicable to the lives of students should be taught. This is a naive and romantic view for pedagogical practice and becomes attractive for suggesting that students would be happier, free and creative by learning in school mathematics they experience in their daily lives. It is a seductive discourse that leaves between the lines, consciously or not, that the poor student must maintain their social place. Our hypothesis is that this conception is also present in the opinion of the school community, so our goal in this work was to analyze which conception students and teachers have about the meaning (reasons) of studying mathematics at school. Therefore, we asked the subjects, students and teachers of public schools in the metropolitan region of Belém to answer the above question. The analysis show that students and teachers agree, as well as some of the researchers in mathematics education, that the sense of studying math is its immediate practical uses. On the contrary, in our argument, made in the light of the Pedagogy Historical-Critical, we argue that we do not study mathematics only to use it in immediate everyday practical activities, but as part of the process of humanization of the individual: the formation of critical citizens who are able to understand and modify the contradictions that surround them, understanding their reality in a more elaborate way, enriching its universe of meanings, going beyond the limits of direct observation.
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As sistemáticas em livros didáticos do ensino médio: considerações epistemológicas sobre os conteúdos escolares de biologia
(Universidade Federal do Pará, 2023-06-22) MENDES, Robson Corrêa; VIEIRA, Eduardo Paiva de Pontes; http://lattes.cnpq.br/2902323640527915; https://orcid.org/0000-0003-1641-7014
The classification system of living beings has shown changes in its criteria throughout history. This research is a qualitative analysis of the content of the systematics of living beings in biology textbooks. This work aims to analyze in what terms the contents of systematics of living beings are present in the didactic material of biology that is being disseminated in public schools in Brazil, since these books were selected by the PNLD 2021 according to the new BNCC, which proposes the replacement from curricular fragmentation by the interdisciplinary approach by Area of Knowledge, aiming at the development of competences. Seven books from four publishers approved by PNLD 2021 valid from 2022 to 2025 were selected. The content analysis was based on some aspects of Bardin (2016), aiming to recognize aspects of the presence of this content. For this analysis, five categories were created, which will be assigned three classifications, depending on the content presented in each collection, these categories are: Historical approach to evolution; Presentation of phylogenetic and cladistic systematics; Presence of Taxonomy; Coherence between classification and evolution; Importance of knowing and preserving biodiversity. It was understood that the BNCC presents few proposals for these contents and the way in which these contents are presented portray the same failures of PNLD's from previous years.
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A utilização de gestos ostensivos no ensino de conceitos matemáticos : uma investigação à luz da filosofia de Wittgenstein
(Universidade Federal do Pará, 2018-01-22) OLIVEIRA, Marcelo de Sousa; SILVEIRA , Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
In this research I investigate the use of ostensive gestures in the teaching of mathematical concepts. The justifications are based on the possibility of generating subsidies for an understanding of the explanation and understanding of these concepts, through discussions on the construction of the sense in this specific field of knowledge. The search is characterized as theoretical, but, in function of the theoretical reference, I use examples of teaching situations extracted from official curriculum guidelines, textbooks or simply situations formulated to illustrate the discussion, in order to clarify the region of investigation, which constitutes a methodology that has inspiration in Wittgensteinian philosophical therapy. The analysis was based on the philosophy of Ludwig Wittgenstein, for which ostensive gesture is a linguistic instrument that allows us to establish an internal connection between a word and the object to which we point. My analysis points out that the ostensive gesture can favor the understanding of mathematical concepts, insofar as it is configured as a means of presenting linguistic conventions, however, it can also cause misunderstandings when presented in an ambiguous way, which makes it difficult to have an adequate training for the students to master the technique associated with the constitution of the meaning of the concept in question.

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