Navegando por Assunto "Anos Iniciais"

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Percepções docentes sobre o ensino e aprendizagem de geometria nos anos iniciais do ensino fundamental: reflexos e reflexões de uma experiência formativa
(Universidade Federal do Pará, 2018-04-02) SOUZA, José Kemeson da Conceição; FRAIHA-MARTINS, France; http://lattes.cnpq.br/4765567823575996; https://orcid.org/0000-0001-7933-6014
This is a research of a qualitative nature, in the narrative modality, that deals with a formative experience (continuous training course) developed with a group of teachers, who teach mathematics in the initial years of elementary education, in a work context. Objective: To understand the formative aspects in a continuing training course, mediated by Origami and Digital Technologies, that contribute to other / new teacher perceptions about the teaching of Geometry in the Early Years of Elementary School. I developed a design of formation inspired by the Historical-Cultural Theory of Vygotsky and in the historical-critical Pedagogy of Demerval Saviani, which is based on five moments: life experience and formation - sensitization for (self) formation - theoretical and practical materialization - learning - socialization. The instruments used were: field questionnaire, training diary, reflexive memorials, audiovisual records and interview. Discursive Textual Analysis was used as methodology for qualitative analysis. By impregnating myself and analyzing all empirical material, I gave way to three axes of analysis: i) Life experience and training with Geometry: from Basic Education and initial formation to teaching practice; ii) Origami and digital technologies: mediating instruments for the teaching and learning of geometry; iii) Teaching perceptions about the formative process: narratives that express the new / other reflections about the continuous formation in mathematics. Among the reflections and reflections made from this formative experience, I emphasize that the teachers experiencing such a course of continuous formation could be inferred that: i) there were advances in understanding in the process of teaching and learning geometry; ii) there was a development of specific knowledge of the content, indicating that the reasons that led teachers to work in a limited way resided in their reductionist understanding of geometric content; iii) when involved in a process of interaction mediated by a more experienced person and by didactic resources capable of providing study, discussion and reflection of the mathematical object, the learning occurs in a satisfactory manner, acting in the PDZ of each investigated subject; iv) the training corroborated the professional development of teachers and recognition of the social role of teachers; v) continuing training in a work context should be designed to be developed in a collaborative and participatory manner, considering that the subjects involved should be valued and respected as the important agents that are part of this process; vi) It is necessary to think that a training full of senses is permeated by appreciation, respect, interaction, exchange of experiences, training in the context of work and recognition of the teaching profession.
Acesso aberto (Open Access)
Percepções docentes sobre sexualidade humana na perspectiva do letramento científico nos anos iniciais do ensino fundamental
(Universidade Federal do Pará, 2018-08-14) MESQUITA, Adriano Santos de; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
This is a research-action (BARBIER, 2004; THIOLLENT, 2011) approaching educational insight about human sexuality on scientific literacy perspective in the Elementary School. The sexuality is took on as a contemporary and extensive conception under the biological, social, emotional, cultural and religious views (OLIVEIRA, 2019), as well as the scientific literacy as practices which promote an understanding about knowledge related to science and technology including their use and comprehension in everyday actions (SANTOS, 2007). The purpose of this research was to investigate in which ways teachers of elementary education talks about human sexuality considering the scientific literacy. It was given a special attention to the new perceptions about their approaching, starting from the formative processes promoted in the elementary school context. This research was at Rosa Gattorno Elementary School, located in the city of Belém-Pará. Four teachers participated of all stages of this research, and they were selected considering their experience with students from 1st to 5th grades and also their formation in Pedagogy. The material used in this research was: a set of objective and subjective questions previously applied to the teachers in moment of interaction; pedagogical meetings; training workshops. All of these actions were planned by the institution with the purpose of contribute to the formation of teachers. They were also registered in the field diary used during the research. The conclusion of all these actions was through eight teaching series that make part of this dissertation called ―Suggestion to talk about theme related to human sexuality in Elementary Scholl‖, it also included semi-structured interviews, held at the end of the process and that started from two issues alluding to the new perceptions manifested by the teachers. It was used The Discursive Textual Analysis (DAT) (MORAES; GALIAZZI, 2016) for the analysis of the teachers' perceptions on the subject, after the interventions. As a result, it was evidenced school practices in contents of human sexuality, and sometimes, unrelated to practices of scientific literacy, showing unfamiliarity of this approach in class. Changes have been observed, leading to the conclusion that the teachers' perceptions, previously focused on biological and scientific discourses related to the teaching of human sexuality, after the training moments, point to the construction of new knowledge that comes to understand sexuality in dimensions and scientific literacy as a new concept that must be linked to the social practices of students in the elementary education.