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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1955: o saber matemático escolar na subjetivação de trabalhadores
(Universidade Federal do Pará, 2014-09-11) SGROTT-RODRIGUES, Ana Maria; MANCINO, Emanuela; https://orcid.org/ 0000-0002-6736-5931; CHAVES, Sílvia Nogueira; http://lattes.cnpq.br/9353964127402937; https://orcid.org/ 0000-0002-9771-4610
In this research context we conduct ourselves building a "history of today", about ways of subjectivity of workers from different labor areas, in the relationships they establish with the knowledge-power practices and with the truth games in the field of School Mathematics Education, space in which occupies a place of relevance in the socioeducational context, due to the dissemination and value assigned to it. We take on the challenge of talking about the variation of the subjectivity ways produced by statements and enunciations of the mathematical discourse, exploring the sayings of workers that enable to see: Which subjectivities are produced in the relations established by the individuals with school mathematics? How is the production of subjectivities from these relationships? We start from the narratives of workers to broader cultural narratives, searching the threads that weave and sustain the discursive network that enables to say and see the mathematical knowledge in the constitution of the subject. To analyze how the discourses reverberate in the ways of being, seeing and telling in relation to school mathematical knowledge, we will use the theoretical tools designed by Michel Foucault, considering from his teachings that workers are historical subjects, forged in history, as well as in the cultural context that runs through them, once subjectivity is not innate, but fabricated and imposed by the discourses that produce us historical and culturally. With this understanding and the intricacies of the provocation arising from Foucault, we brought to our thinking in relation to how the workers place themselves in the struggle between their labor mathematical knowledge and erudite knowledge of mathematical science, the mechanisms they use and the effects of this fight, or the acceptance of the erudite in what they do. We emphasize that the mesh of discursive and non-discursive practices produces mathematics as knowledge that qualifies a person, a people, a nation, producing at the same time the "good"student, the successful worker, and also the disabled, the unsuccessful worker. However, if there are subjections, there is also resistance, refusal, insurrections. From them are born other ways of being, other knowledges, other mathematics that make new truths appear, new skills that dispute and pluralize spaces of power in the broad discursive symphony. This encourages us to say that if life is a friend of art, it is possible with art to invent, incessantly, mathematical knowledge which mean the opening of this big prison closures that are the boundaries.
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Abordagem CTS no ensino de astronomia: formação de professores mediada pela situação problema “Centro de Lançamento de Alcântra”
(Universidade Federal do Pará, 2015-01-20) SANTANA, Elisangela Barreto; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468
This work is a result of focused research to understand the contribution and seize the possibilities and restrictions of the Science, Technology and Society (STS) approach, mediated by a situation – problem in continuing education teachers, in order to provide a reflective, critical and independent of science teachers in specific in Astronomy Education. The theoretical constructions around the teacher training are guided in the arguments of reflective teacher, but this very intentional reflective practice from the perspective of reflection to action. The weaknesses and astronomy education challenges are presented in the theoretical frameworks and the construction of a new reference in this context was given by the discussions and buildings around the case "Alcântara Launch Center". The environment that composed this research was a continuing education course, aimed at science teachers in the context of an action research as part of a qualitative research. The study gathered seven professors of federal network, state and municipal school, which through an investigative action, in inverted symmetry format, appropriated the theoretical and practical frameworks of STS teaching approach. The analysis methodology, my choice was the discursive textual analysis by understanding it as a facilitator of the process to seek, express and construct meaning the investigated field. In this respect, I realized the relevance of excerpts related to the constructions of knowledge and training buildings, which led me to organize and present the results in two sections, namely: (1) citizen Education: articulating CTS and scientific knowledge on astronomy: this section includes buildings necessary for the appropriation of scientific knowledge related to the issue and problem Alcantara, (2) Reflective training for professional intentional action: in which converged the prospects of reflex actions in the sense of reflection for action, converging different perspectives of the subjects around personal and professional values, necessary for conscious and intentional professional action. The work showed me the practical value of the STS approach and the possibility of Astronomy teaching be presented in context, and reflective practice. As for teachers, provided the construction of a new framework and the possibility of a differentiated pedagogical practice, focused on civic education.
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Abordagem da bioética em âmbito escolar: proposições constantes de livros didáticos de biologia
(Universidade Federal do Pará, 2011-06-20) CONCEIÇÃO, Luiz Carlos Silva; ARAGÃO, Rosália Maria Ribeiro de; http://lattes.cnpq.br/5651914385447486
This research aimed to clarify whether and how bioethics is treated in textbooks of biology high school, as well as analyzing how to approach the theme in these books helps students to meet him, becoming able to understand and think critically about the subject and issues in the contemporary context. To do this, investigated books offered by the National Textbook for Secondary Schools (PNLEM) in the light of some assumptions of content analysis methodology. Beacon this search on two guiding questions, namely: (i) What is written on bioethics in biology textbooks? (ii) With what frequency and intensity of this theme is presented in these textbooks? In this perspective, for the first question, the propositions of the books that underlie the issue could be framed in two broad categories: holistic medical bioethics and bioethics. These categories of greater amplitude could be divided into subcategories on different topics and issues (cloning, stem cells, etc.) That are part of the theoretical field of bioethics, for which I sought to make some inferences about the manifest content and explicit selected books that express some kind of reflection on the ethics of the issues addressed, analyzing them in light of theoretical frameworks of bioethics. The analysis of the second question in sub-dispensed split because, in general, bioethics is scarce and too superficial in the way it has been presented in textbooks, failing to elicit reflection by the reader. The approach to bioethical issues in basic education is essential, since the impacts caused by techno-scientific development are becoming more pronounced in society and the environment. Thus, it is essential that the biology textbooks undergo an intense reformulation in order to be pedagogically to monitor changes complemented by acclaimed new guidelines and bases for the Brazilian educational system that, at least in theory, recommend actions for Education, especially school education, aimed at an efficient and effective ethical and citizen.
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Alfabetização matemática no contexto ribeirinho: um olhar sobre as classes multisseriadas da realidade amazônica
(Universidade Federal do Pará, 2012-04-30) OLIVEIRA, José Sávio Bicho de; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967
This dissertation, entitled "Mathematical literacy in the river context: a look at the multigrade classes of reality Amazon", aimed to investigate theoretical and methodological approaches to teaching and learning of mathematics within the mathematics literacy, able to be established in classes multigrade schools riverside reality Amazon. In this research, the vision of mathematics literacy was constructed taking into account not only the first skills of reading and writing early language school mathematics by the child (DANYLUK, 1997), but as a path to learning of man and woman in the world of relationships mathematics, from theoretical conceptions of D'Ambrosio (2002), Domite and Mosque (2003), Sebastiani Ferreira (1997), I. Mendes (2009) and Freire (2002). The survey was conducted in São Domingos do Capim, Para State, Brazil, between October 2010 and August 2011. In research on literacy in math classes multigrade schools riverside, interactions were held with representatives of the Municipal Education riverside multigrade school visits, interviews with teachers of this county. As instruments of construction data were utilized field diary, interviews and observations. The analysis of field research was organized in the following items: a) the multigrade classes in mathematics and literacy riverside b) Teaching tools and mathematical literacy, and c) Culture and mathematics education in Amazonia: between scientific knowledge and knowledge of tradition . It can be argued that the mathematical literacy expressed within coastal still restricted to the strictly mathematical experiences related to school curriculum without considering the wealth of possibilities knowledge of students' experiences in their daily context as spatial displacement in the rivers, in Mathematical elements involved in marketing fruit and fish, for example.
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Alfabetização matemática: uma concepção múltipla e plural
(Universidade Federal do Pará, 2016-06-03) MARQUES, Valéria Risuenho; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967
This thesis presents elaborate reflections and arguments from the investigative path of literacies that are beyond the school walls. The qualitative research, developed with ethnographic emphasis, aims to analyze the elements present in the learning of children from early years, beyond the walls of the classroom, to an understanding of literacy (mathematics) as multiple and plural. The research collaborators are children of two classes, a basic cycle I 2˚ year with 18 children and another of the Basic Cycle I 2˚ and 3˚ years with 13 students from schools located in riverine areas of Belém-PA. Analyses are interpretative. Pictorial or oral manifestations later systematized in episodes were assessed in the light of the outstanding theoretical framework. The collected material were made selections about what was referring to literacy (the school or outside), the learning context for culture and relations with mathematics (experienced in school or not). The agenda is theoretical foundation in Edgar Morin (open rationality), Mia Couto, D'Ambrosio, Conceição Almeida (learning the culture and Teresa Vergani. The results are based on evidence that allow me to defend the thesis that mathematics literacy it is multiple and plural and is in dialogue and complementarity between school knowledge and knowledge developed in informal learning environments where children engage in experiences and experiences that allow learning by doing, observing, interacting, listening.
Acesso aberto (Open Access)
Aprender a ensinar com/por pesquisa: um caso sobre as mudanças subjetivas de Diego
(Universidade Federal do Pará, 2021-09-27) LIMA, Murilo Henrique dos Santos; NASCIMENTO, Maridalva Costa; http://lattes.cnpq.br/1704518461436826; https://orcid.org/ 0000-0002-3347-1277; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
This study had the general objective of investigating and understanding how subjective change processes are constituted in the formation of a graduating in chemistry, as they experience processes of learning to teach with/per research. Thus, we sought to understand the constitution of individual subjectivity and processes of subjective changes of the research participant. Thus, we sought to understand the constitution of individual subjectivity and processes of subjective changes of the research participant. In the literature review, in the area of teacher training, it is noted that many authors have invested in research to promote changes in the initial training of chemistry teachers, articulating discursive consensus and training devices, that value them as historical individuals and producers of knowledge. There are tendencies towards reflection on the interaction between theory and practice, on the formation of the researcher teacher and on the creation of learning communities, among others. The theoretical foundation of this study is based on the understanding of teacher training models and on González Rey's Theory of Subjectivity in conjunction with Qualitative Epistemology and Constructive-Interpretative Methodology by the same author. The emergence of theoretical categories allowed for discussions about the subjective changes of the research participant, whose invitation to participate in the study took place in the course “Learning about feeding by models and with research”. Participants in this were from undergraduate courses in chemistry, integrated graduation in science, mathematics and languages, and recent graduates. Diego had previous experiences in the teaching profession at CCIUFPA and was waiting for the completion of the undergraduate course in chemistry, while participating in the course. The social scenario of the research included the involvement of the participant in the course and research activities, with the help of instruments: conversational dynamics, informal moments, sentence completion and moments of synchronous course activities. The interpretations carried out signaled that subjective senses related to responsibility, commitment to activities and to others, and interest in learning constitute Diego's subjectivity. This is closely linked to his experiences at CCIUFPA and which emerged in the current trajectory of the course's activities. Learning to teach science with/per research involved procedural movements of your subjectivity, subjective productions that relate the experienced history and current action, the emergence of subjective resources and the necessary subjective changes that happened in ways that challenged and strained it, under the conditions of culture, modifying beliefs, representations and conceptions about teaching and learning chemistry. These are aspects that are part of the preparation process for the profession of chemistry teacher.
Acesso aberto (Open Access)
Aprendizagem de licenciandos como produção subjetiva em práticas de modelagem no ensino de química
(Universidade Federal do Pará, 2021-11-26) CHELALA, Joseph Cavalcante; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
The modeling teaching perspective encourages the student learning process in the context of model production by students. This teaching aims to facilitate the understanding of chemical science considering its theoretical, imaginative and creative nature. However, research in the context of teaching by modeling gives exclusive importance to methodology as a determining factor in learning. This work understands that the processes involving learning develop in a more complex way, in the subjective dimension of student learning, in which the methodology is only one of the factors that influence it. Based on the Theory of Subjectivity, this work aims to investigate how Laura, a research participant, learns subjectively, personalizing the model production process. For this, we investigate Laura's learning in the action of learning in the dynamic relationship of individual and social subjectivity, using Qualitative Epistemology as a reference. We interpreted the manifestations of Laura, a participant in the course: “Learning about food with models and through research” considering observations, conversational systems, sentence complementation and transcription of dialogues that took place during the course. The theoretical model built indicates that Laura's interest in providing a better life for her family, her experiences in basic education, and undergraduate participation, and in the course itself, in which she plays a leading role in the production of a model to explain the issue, participate in the subjective configuration of Laura's learning. detachment of the aroma of a food, resorting to subjective resources configured subjectively in their personal history and during the course itself.
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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)
Aprendizagens conceituais, procedimentais, atitudinais e o ensino por investigação em um clube de ciências
(Universidade Federal do Pará, 2024-02-29) RODRIGUES, Breno Dias; Malheiro, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
This investigation addressed the teaching and learning of conceptual content, procedural and attitudinal issues at the Prof. Science Club. Dr. Cristovam W. P. Diniz – which develops pedagogical practices with an Inquiry Teaching approach for Basic Education students – and we sought to analyze the learning expressions of the content in its three-dimensionality in the graphic records (writings and drawings) produced by club students during the Writing and Drawing stage in an Investigative Teaching Sequence entitled the “problem with the hydracor marker”. This didactic proposal addressed the Paper Chromatography experiment and the concepts of substances, mixtures and pigments, based on the problem “How to identify whether each marker has one or more colors in its ink?”. The process was conducted in two meetings with four stages. The participants were 25 club students from the 5º, 6º and 7º years of Elementary School, and 13 volunteer teacher-monitors, including the researcher. It was an applied and interventional research of an exploratory-explanatory nature, with a qualitative approach, characterized in two types: a) participant research – for planning and conducting an educational process at first; and b) documentary, since the 25 graphic records (corpus) treated by Content Analysis were analyzed, with the interpretation being based on the analytical model of Rodrigues and Malheiro (2023a). The analytical movement constitutes the categories that represent the procedural of students and learning: Manipulative descriptiveness and investigative fidelity in learning (a priori); conceptual, phenomenological and creative learning; and Subjective and socio-emotional aspects in investigative learning (both a posteriori). Some records were covered in full as representative, with 5, 3 and 2 corresponding to the categories. The results showed that the writings and drawings have particularities that are close to the characteristics of each dimension of the content, but that, in general, articulately contemplate all, whose tendency of the present aspects were the description of the experimental investigative stage, the manipulative and conceptual aspect, the indication of results and, in some cases, the expression of feelings and emotions in a collaborative process. As for the relationship between graphic records, the three-dimensionality of the content and teaching through investigation in the context of this science club, there is the (self)evaluative nature of these knowledge systematization instruments for procedural, creative, autonomous and evaluative learning for club members.
Acesso aberto (Open Access)
Apropriação de conhecimentos científicos: uma abordagem aos alimentos transgênicos
(Universidade Federal do Pará, 2012-04-30) PEREIRA, Gerlany de Fátima dos Santos; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468
The approach to Transgenic Foods (TF) has acquired great importance in contemporary society, presenting itself as a subject much debated and controversial. These discussions occur primarily in the fields: environmental health, economics and ethics, among others. This research presents the scope of scientific knowledge of students in a Bachelor's Degree in Biological Sciences about TF. We feel the need to understand "What the scientific students of the Bachelor's Degree in Biological Sciences, Federal University of Pará mobilize in relation to TF?" And, given such knowledge "How stand when asked to decision making?" This is a qualitative study conducted in the period comprised from may to august 2011, at the premises of the Institute of Education Math and Science, Federal University of Pará, through the development of the Extension Course: "Socio-scientific controversies in Science Teaching," with the TF issue. To survey the knowledge of students, we developed a questionnaire form in which we contemplate also a question calling for decision making in relation to the subject. Data on knowledge of the students were organized and analyzed through the construction of "Matrix of Comparative Cognition". In our evaluation, most subjects of this study provides relevant knowledge about what is transgenic. The understanding of students on the production of an TF, in general, is presented consistently to that found in the literature. We observed about the positive aspects of the production of these foods, the arguments used by students are very similar to those transmitted by the proponents of TF in the literature of the area. When asked about the negative aspects of the production of TF, we observed the subjects' concerns about the damage to the environment and about the lack of conclusive research results, with regard to benefits and / or harmful effects of these foods. Some students expressed concerns regarding the consumption of TF, especially health risks. They also mention that issue, the lack of conclusive studies on the question of possible harmful consumption of TF. There were several reasons cited by students to support the consumption of these foods, such as: the fight against hunger, more affordable, higher quality, durability, higher content of vitamins, improved nutritional quality of food and economic benefits. About the decision, the responses were divided into for and against. For the favorable, responses were from those who believe that GM crops can benefit the world population in the fight against hunger, even those who think these foods in nutritional improvements. Regarding students who protested against those who considered highlight the existence of other ways to improve the natural production of food, and believe to be much more beneficial for the population to encourage this without the use of agrochemicals and pesticides.
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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Art(e)biologia na/com a natureza
(Universidade Federal do Pará, 2018-03-03) SILVA, Carlos Augusto Silva e; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
The dissertation causes a between art(and)biology in an attempt to cause friction in science as a way of knowledge based on their specific standards. For the research production was exposed links between images, writing and body trials. Route that instigates a biologist, that runs through your life and guide yourself through waterfalls, creeks, caves and residents affected by a hydroelectric plant that shattered lives and environments. The friction of the Rhizome text is nature. The composition plan comes with lines of experimentations that are open to infinite inputs, outputs and means, which were carried out in the Xingu region, in and near the city of Altamira-PA. The theoretical effort was inspired by the philosophy of Gilles Deleuze and Félix Guattari, as well as a few others who organized this meeting as artists and biologists of education and science teaching who wander / think through these connections. A dissertation in which its constructive body comes through experimentation, in a process in which the exercise of the nonlinear is an invitation to the opening of thought and sensations. The possible friction/dissertation seeks to permeate velocities, slowness and rests. Its results can be composed for those who want the utilities/uselessness, because the text does not want to be interpreted, but machined. Idealize in ways, as you wish.
Acesso aberto (Open Access)
Aspectos e características próprias do processo de desenvolvimento de práticas investigativas realizadas por professores da educação básica
(Universidade Federal do Pará, 2016-12-05) TELES, Lilian Valente; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
O main objective was to investigate what aspects / characteristics are present in the research practices of primary education teachers, with a view to understanding and discussing these aspects / characteristics in the planning, implementation and development of these practices. This investigation is developed in the case study, triangulating given documentary, reports and interviews. We delimit a case, when analyzing teachers of basic education who had their plans approved in the PIBICJR, in public no 007/2009 of FAPESPA, in 2009, in the State of Pará. After criteria established in the research process and the lattes curriculum consultation of 68 Teachers who had their plans approved, 19 teachers who worked in basic education formed the universe of this study. With analysis in the reports of each subject and in the interviews, we constructed categories, so that, in this research, we had 5 research subjects and it was possible to analyze 11 reports and 5 interviews, from which we found similarities and differences between subjects and aspects Characteristics of the practices they have developed. The analysis of the edict, technical reports and interviews allowed the construction of a text for each subject, in which we can enter into the development of the plans and the teaching experiences of each of them. These aspects / characteristics are directed to teacher training, what the teacher wants the student and what strategies of knowledge production in research practices are used, given the need to research more about the aspects / characteristics and to encourage the development of practices The initial and continuing training of graduates and graduates.
Acesso aberto (Open Access)
Atividades investigativas, como estratégia para o ensino-aprendizagem em ciências: propostas e aprendizagens
(Universidade Federal do Pará, 2007-03-07) SOUZA, Simony Suely Paes de; NAKAYAMA, Luiza
Leaving of the premise that "teaching it requires to know to learn and to know to construct (together with our pupils) the learnings that we search", I developed a proposal of investigation activities, for the teach-learning in Sciences. I stand out that to give differentiated lessons, nor always it would be or it is easy, therefore it has a content to be fulfilled and to be finished, beyond a very short time carrying through them. Thus, my dissertation is an inquiry of the qualitative type, that if configures as an researchaction, on the activities programmed at moments, with pupils of 7 series of the basic education of two schools of the particular net of education of the city of Belém (called here, School and School B), having as content programmarian the human body. In the school, emphasizing the digestive system, we had the following moments: the great snack; a video on the process of alimentary and mini-gincana digestion (test). Already in school B, with the content on the Locomotive System, the moments: hypothetical construction of the human body, from the contour of a model; the walked one until an Academy of Gynnastics of activities; lessons in square of the school, in set with the professor of Physical Ed.; e finally, the confection of a CD-ROM with all the subjects worked, during the school year. In both the schools, had the moment of the reading of didactic books. We conclude that learnings, from investigation activities, and that they take in account the experiences, the questionings and the contributions of the pupils, they are effective, independent of the subject who will be boarded and the Institution of Education (public or particular). However, we consider that this methodology of work will function if the professor: 1 - it will be made use to continue its studies and 2 - to share with its pupils the flavors and to know them, as well as the teachings and the learnings.
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)
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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Base nacional comum curricular e ensino de ciências: uma análise à luz da inclusão
(Universidade Federal do Pará, 2021-04-06) SOUSA, Louíze Roberta Mafra de; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
The Science curriculum, for a long time assumed a passive, cold and distant character from the social issues that permeate education, until the last century we observed the great appreciation of a science taught in a mechanical, content and decorative way for students, in this way, being considered a discipline with a high degree of difficulty and not accessible to everyone. It was from the social movements for an accessible education to all that we could then envision the possibility of science teaching having its development carried out through an inclusive perspective, considering objectives, methods, practices, and assessments that could meet diversity for all, highlighted, students with disabilities, global developmental disorders, syndromes, high skills and / or giftedness that constitute the target audience of Special Education. Currently the National Common Curricular Base (NCCB) is the document responsible for guiding the construction of the school curriculum of Basic Education, however its elaboration was marked by a long process, totaling the production of previous versions, until we reached the final version. Bearing in mind that science teaching is elementary for understanding and establishing relationships between the natural and social processes of the environment, this research aims to analyze the curricular guidelines presented by the National Common Curricular Base (NCCB) throughout its three versions (2015, 2016 and 2018) for the construction of the Science curriculum, focusing on Elementary Education - Final Grades, and with this verify whether the curricular guidelines for Science Teaching present at the BNCC followed the social and political discussions about the socio-educational inclusion of students who are the target audience of Special Education . To achieve the proposed objective, this qualitative research, of the documentary type, used Discursive Textual Analysis (MORAES; GALLIAZI, 2016) as the reference for analysis. Throughout its versions, NCCB organized its curricular orientations based on reductionist conceptions, valuing instrumentalism, as well as the performance of experimental procedures and practices that are not dynamic or open to adaptations, promoting through its guidelines the construction of a rigid curriculum, not consistent with educational inclusion policies. In its second version, we observed an initial movement that is consolidated in its final version with the selection of learning objectives that guides Science Teaching from research, proposing an open curriculum, which gives freedom to adapt, as well making it possible to accommodate the learning conditions.
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O campo multiplicativo no âmbito institucional: das praxeologias sábias às ensinadas
(Universidade Federal do Pará, 2021-07-01) FERREIRA, Jorge Williams Cunha; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
The present study aims to analyze the multiplicative conceptual field in the institutional scope, from the wise mathematical praxeologies concerning the referred object of study in question to its didactic transposition in terms of knowledge to teach in the school institution. To this end, in the light of the Conceptual Fields Theory and the Anthropological Theory of the Didactic, we conducted a descriptive analytical study of praxeological organizations inherent in two mathematical works from the academic-scientific literature, the institutional conditions imposed in the curricular design prescribed to basic education in connection with the multiplicative field materialized in the Common National Curricular Base and, finally, an analysis of the diffusion of mathematical objects constituting the multiplicative field in terms of competences/conceptions inherent to the respective praxeological organizations arranged in a collection of mathematics textbooks for the initial years of schooling approved by the National Textbook Plan for the year 2019 for the municipal education system of Belém do Pará. We point to the need of a convergence between nuances related to epistemologicalconceptual aspects of mathematical objects and their relations with cognitive processes between subject and mathematical object in face of the diffusion of didactic-mathematical paxeologies in the school institutional scope.
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Cinema como escola de vida: a propósito das películas de ficção científica
(Universidade Federal do Pará, 2022-02-18) OLIVEIRA NETO, José Augusto de Jesus de; SILVA, Carlos Aldemir Farias da; http://lattes.cnpq.br/7226908910873590; https://orcid.org/0000-0001-5463-1316
The language of cinema presents possibilities that allow us to evoke the human fascination for images, something we’ve inherited from photography itself, and it also provides a multiple, collective and individual experience when we think about the environment where it occurs, be it a movie theater or the screen of a smartphone. These qualities ignite in us the identification-projection, a process through which we project our own selves on the characters who, in their turn, come alive through us. This work reflects on how cinema, through film, promotes learning that goes beyond the action of making school content and scientific concepts didactic, when we amplify the conceptual expression of Edgar Morin of cinema as a school for life. Such a reflection is carried out through bibliographical research starting from Edgar Morin’s studies on cinema and the Brazilian post-graduate scientific production on the topic, especially as it concerns science fiction in the teaching of school science. Eventually, discussing the movie Contagion (2011), we endeavor to understand, through reflections which seek to provide answers to the covid-19 sanitary crisis, what the cinema school of life can teach us through the narrative of a pandemic scenario which projects realities based on the imagery of a future that has already arrived.
Acesso aberto (Open Access)
A circulação de ideias sobre biodiversidade por professores de ciências e biologia nas abordagens CTS e patrimonial ambiental
(Universidade Federal do Pará, 2014-02-27) GONÇALVES, Adriane da Costa; SILVA, Maria de Fátima Vilhena da; http://lattes.cnpq.br/0996110060293347
The aim of this research is to analyze how the inter-collective ideas about biodiversity circulate in the pedagogical practices of teachers of Science and Biology based on STS and PEE approaches. It aims at identifying and characterizing the Thinking Styles that these teachers have about biodiversity in light of Fleckism epistemology. The present study, a qualitative approach, similar to the Case Study, was attended by 22 teachers from Elementary and Secondary public schools in the city of Igarapé-Miri/Pa. I utilized the methodology of Focal Group as a tool for the construction of empiricism in two Working Groups accomplished during the I Colloquium on Biodiversity, promoted by the Postgraduate Program in Science and Mathematics and for the Group of Studies and Research in Patrimonial Environmental Education. The analysis of this study is anchored in some analytical devices of Discourse Analysis (Orlandi, 2012), Discourse of Collective Subject (LEFÉVRE; LEFÉVRE, 2005) and the Fleckism categories (Fleck, 2010), as analytical tools. For this analyzes, the data were categorized according to approximations and similarities and commonalities of speeches. For identification and characterization of the Thinking Styles presented in the teachers' speeches, I used four elements that constitute the TS, based on Fleckism referential, which are: 1) how to see, understand and realize; 2) Body of knowledge and practices; 3) Sharing by the collective; 4) stylized language. The results indicate the existence of three Thinking Styles on Biodiversity: Biodiversity in the ecological view, Biodiversity as economic potential and Biodiversity as environmental patrimony, being it considered a style in transition, on the grounds that it begins to be thought and designed from the activities of the Colloquium. The analysis also elucidated the conceptions of teachers about the STS interrelationships. These are based on Salvationist perspective of Science, in education for citizenship and as technological resources. The TS in transition "Biodiversity as environmental patrimony" comprises a thinking and an action more critical, because it incorporates environmental issues, social, economic and political aspects in an interdependent relationship and interrelationships among living beings, once its critical dimension is an important element in the STS and Patrimonial Environmental approaches.