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 - 3 de 3

Acesso aberto (Open Access)
A calculadora científica na transição de artefato a instrumento: uma abordagem instrumental nos cursos de engenharia
(Universidade Federal do Pará, 2016-12-16) SOUSA JÚNIOR, Mario Alexandre de; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
The present study investigated the use of the scientific calculator in the transition from artifact to instrument in the study processes around the Differential Calculus of the first semester of Civil / Electrical / Mechanical Engineering courses at a private university in the city of Belém-Pará. The activity analyzed was designed to provide the use of the Casio fx-82MS scientific calculator. The research took the form of a case study. To achieve this objective, a workshop was first proposed to evaluate the students' experience in using the calculator and, a posteriori, to apply activities involving Differential Calculus and from the point of view of Instrumental Genesis in order to establish its role In a process of construction of knowledge, so the results were analyzed to the Situation (s) of Instrumented Activity (s) - SAI, in order to analyze actions of instrumentation. Based on the activities, we observed that the majority of undergraduates did not know the scientific calculator and its resources until the realization of the workshop, getting to know it during the activities as they appropriated their resources to carry out the activities of notions of Calculation Differential, potentiating it from artifact to instrument.
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)
Retrato falado do professor de biologia: ciência e docência em discurso
(Universidade Federal do Pará, 2014-12-15) BASTOS, Sandra Nazaré Dias; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937
How the teaching in a Biological Sciences Degree is thought immersed in a context that prioritizes research activities? Which speeches capture the students of this course? Which taboos are imposed to them? What regimes of truth validate (and silence) the speeches that go through this training? How speeches about teaching are linked to other discourses forging science teachers and Biology? These are questions that direct the paths of this research in order to defend the thesis that the teachers' subjectivity is built and adjusted by means of discursive and non-discursive processes that define the biology teacher as a biologist, prescribing forms of morality and self experiences urging the subject to juxtapose/paste the biologist as the subject of teaching. In this way was taken the corpus of discursive practices research and discursive not materialized in the form legal documents on teacher training, pedagogical project of course, spaces of architecture, academic events, scientific production of teachers with order to capture subjective processes present in this context. In this way discursive and non-discursive practices were taken as the corpus of research materialized as legal documents on teacher training, pedagogical project of course, architecture of spaces, academic events, scientific production of teachers in order to capture subjectivity processes present in this context. The analyzes are intertwined with theoretical tools developed by Michel Foucault to map statements that, related to prescriptions, determinations, qualifications of the subject teacher, define truths about your body and your behaviour. Statements that when talking on the individual at the same time offers them a moral action - a way of living, a way of being, a way to see himself - creating or determining subjects as real places. This way the biology teachers are "born", people who have a different look about nature, that know how to decipher the body and its diseases, which recognize,identify, systematize the environment and the organisms that there are established, which can speak big words and have the laboratory as a place to do their teaching. A professional who repeatedly claims spaces and specific materials for the exercise of teaching be realized efficiently. By discussing these questions you can think Professor of Biology as a historical subject, which is plotted in real systems put into operation by complex mechanisms knowledge-power.

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