Dissertações em Docência em Educação em Ciências e Matemáticas (Mestrado) - PPGDOC/IEMCI

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/8499

O Mestrado Acadêmico em Docência em Educação em Ciências e Matemáticas pertence ao Programa de Pós-Graduação em Docência em Educação em Ciências e Matemáticas (PPGDOC) do Instituto de Educação Matemática e Científica (IEMCI) da Universidade Federal do Pará (UFPA).

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Agora exibindo 1 - 3 de 3

Acesso aberto (Open Access)
Práticas investigativas e webquest: construindo interfaces para o ensino sobre tratamento da informação para além do paradigma do exercício
(Universidade Federal do Pará, 2017-05-11) ARAÚJO, Maria José Lopes de; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914; MARTINS, France Fraiha; http://lattes.cnpq.br/4765567823575996; https://orcid.org/0000-0001-7933-6014
Research in focus happened within the framework of the continuous formation of teachers who teach Mathematics in the early years of elementary school in the municipality of Marabá (PA). This qualitative research (DESLAURIERS and KÉRISIT, 2008) narrative mode (CLANDININ and CONNELLY, 2011), is based on the educational experiences of teachers when involved in moments that favor the triad information processing-investigative Practices-digital technologies to deal with teaching about the basics of statistics. I seek to answer the question: In what terms investigative practices using Webquest contribute to teacher training education in the early years about treatment information? Goal, teacher, trainer and researcher, investigating the teaching on information processing, using Webquest, in order to enable reflections and new learning about this curricular component. Participated of this research 04 teachers educators, which previously were selected according to the criteria: i) joining the training proposal; II) availability of participation of training meetings; III) have participated in continuing education at other times and iv) have already dictated the fourth and/or fifth grade of elementary school. The formative moments if articulated in two steps consist of 3 meetings each. A Webquest composed of investigative tasks, as it establishes the bridge (2004) to deal with the understanding of statistics education in perspective of inverted symmetry, in which teachers provided students reflect on teaching and the propositions derived from him. In addition to the Webquest, was elaborated a Didactic Orientation Guide "for the teacher/trainer containing guidelines for the use of the Webquest, suggestions for searches and queries for more information and expanding the potential of this pedagogical practice. Thus, the Webquest and the Guide are as research products. Tracking new understandings of the educational phenomenon investigated, I used the Discursive Textual analysis as advocate Mathew and Galiazzi (2011). The empirical material gave way to two analytical axes: i) Looks about teaching teachers about the treatment of information; II) teachers in information handling Practices. The analysis reveals that teachers assign the meanings of that) to teach you have to know the mathematical content, b) the teaching of mathematics is the way it was learned and training and teaching experience, c) the express teaching about treatment information should be assumed as a social engagement, d) you can provide to students training more statistically literate. In addition, teachers express the formative experience allowed new other musings about lived, highlighting the relevance of the investigative practices in promoting attitudes of interaction and appreciation of the subject of learning in the educational environment. Another aspect pointed to was the importance of using everyday situations, because they leverage the research and extend the interdisciplinary vision of education statistics. The use of digital technologies, formative moments, mobilizes and broadens the statistical knowledge. There is the recognition that we must continuously form to teach, especially to deal with the treatment of information.
Acesso aberto (Open Access)
Sentidos e significados de eletromagnetismo: a relação entre eletricidade e magnetismo situados em uma perspectiva histórica compreendida no período de 1820 a 1831
(Universidade Federal do Pará, 2017-05-24) VAZ, Rodrigo Pinheiro; Parente, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
Acesso aberto (Open Access)
O uso do dinheiro como recurso sustentável: uma reflexão para a educação financeira cidadã
(Universidade Federal do Pará, 2017) SILVA, Iran Abib Valente da; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033
Financial education in Brazil is something that may be considered new to most. It is not customary for Brazilians to make financial plans, to talk about money, especially when it involves children. The absence of the basic notion of money can disrupt the child's financial life for the rest of his or her life. She may graduate from being an excellent professional, making a lot of money, but not being able to manage her financial life, because in her cradle that information was not transmitted. Therefore, one of our responsibilities as educators and parents is to leave a healthy legacy to our children regarding the subject of finance. For this to happen, we must first learn and practice this knowledge daily in our lives, giving them examples of living worthily today, so that future generations will be reached in this practice. However, this change is not easy because we live in a country, whose culture is not based on the fundamentals of the necessary consumption, but on the ideology of consumerism, which is a forged mental habit that has become one of the most remarkable cultural characteristics of present-day society. This has brought about a disturbance in people's way of acting, that is, the act of consumption loses its fundamental characteristic, which is to supply basic necessities, and becomes a matter of power and conquest. Today, everyone who is impacted by the mass media is encouraged to consume in an inconsequential way mainly the children's audience, since they are more vulnerable. In this sense, child consumerism is an urgent matter, of extreme importance and general interest. If we continue to do so with our children we will be teaching them to pass on horror and shame. Perhaps this is why we are still considered financially illiterate because we do not know how to deal with money. We need to broaden the contribution of financial education by using it to draw people's attention to the importance of their day-to-day decisions, both for their own future and current well-being, and for the sustainability of society and the environment. This issue is intimately related to the essence of the sustainable use of money today, so it makes sense to provoke people's reflection on the real motives that lead them to understand this sustainable practice related to personal well-being, Family and community, which is fundamental to each of us.

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