Navegando por Assunto "Anos iniciais"

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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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Conhecimento docente em ação e o uso de tecnologias digitais no ensino da matemática nos anos iniciais
(Universidade Federal do Pará, 2021-01-19) CONCEIÇÃO, Elenice Rosário da; DIAS, Josete Leal; http://lattes.cnpq.br/7421413158533807; https://orcid.org/ 0000-0001-9246-3229
This dissertation is guided by the qualitative approach, based on Action Research according to Thiollent (2008). It is linked to the line of research on Teacher Education for the teaching of science and mathematics in the Graduate Program in Teaching in Science and Mathematics Education. Among other objectives, it aims to verify knowledge in action of teachers who teach mathematics in the early years through TDIC. I highlight a teacher as a research subject who taught the fourth year of basic education, taking the mathematics classes of the early years as the object of observation. The research took place in the midst of teacher training with the use of digital technology for teaching. The questionnaire and audio recordings of tasks were used as data collection instruments, which were later transcribed. As material for analysis, I highlight the information from the questionnaire and the data treated from two tasks planned and developed with three classes of the fourth year of Elementary School, in a public school in Belém do Pará, with TPACK guidelines as the first theoretical contribution. (Knowledge of Content, Pedagogical and Technological). The results obtained demonstrate the relevance of discussing and thinking about the use of Digital Information and Communication Technologies, in view of the technology, pedagogy and content triad, especially regarding Google tools, mobilizing and explaining knowledge to enrich the pedagogical practice and, consequently, the teaching process. teachinglearning. With the completion of the task, it was noticed that some difficulties were overcome by the teacher in view of the use of technological tools. In view of the above, I propose the E-book "TDIC + Mathematics = Teacher knowledge in action" and the website "Integration of technology in teacher training and practice - INTEFORMED" as an Educational Product to enable teachers to access a process of experiences and tools for teaching with Technologies. Therefore, the research presents itself as relevant, considering the social moment experienced by the covid-19 pandemic, in which the need to use digital technologies became more evident, especially in the educational sphere, as well as the use of possibilities aimed at teaching as enriching the school curriculum and the teaching-learning process, especially in mathematics.
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Ensino de conceitos elementares de estatística por meio de práticas investigativas
(Universidade Federal do Pará, 2020-11-25) MARTINS, Cleuma Gonçalves de Matos; MACHADO JÚNIOR, Arthur Gonçalves; http://lattes.cnpq.br/3148593292236740; https://orcid.org/0000-0002-9933-2894
In this research, our objective was to investigate how the use of investigative practices can assist teachers, who teach elementary concepts of statistics in the early years of elementary school in public schools in the municipality of Uruará, in the southwestern region of Pará. Thus, the guiding question of the research is configured as being: In what terms can investigative practices assist teachers with the teaching of elementary concepts of statistics in the early years of elementary school? We adopted as its main theoretical support the bridge of ideas among others, to address issues relating to s practice s investigative n. The contents developed, through investigative practices, are related to the basic concepts of statistics. The research presented is qualitativ imprint the an approach of action research . With the information analysis methodology, we chose to analyze the narratives in the perspective of Ponte. The information collected during the development of the training process was organized through a questionnaire consisting of semi-structured interviews, audiovisual recordings, photographic records, and notes in our field diary. With regard to the results, it was possible to identify from the narratives of the subjects participating in the research, weaknesses in the domain of the object of statistical knowledge and evidence of practices that could enable the creation of an enriching and stimulating environment necessary for the learning of that object. We noticed that most of the participants pointed out the gaps in knowledge about the statistical teaching to issues related to its formation initial and continued, because according to their reports did not develop the learning skills needed to ensure a practical teaching of better quality returned to teaching statistics. During the shared formative process, participants indicate a movement to overcome this situation of ignorance of the content covered, as well as demonstrating appropriation of the methodology of investigative practices. The teachers participating in all stages of the training process thought, organized and developed tasks in their classrooms using strategies that enhanced the teaching of elementary concepts in statistics, and favored the students' learning. These teachers demonstrated that participating in training environments that awaken new ways of teaching-learning-evaluating is necessary to meet the demands of students in a society in constant change, in which the practice of investigating is healthy for the development of autonomy, reflection criticism and action. Therefore, we can say that the investigative practices presented and developed in our research, mobilized teachers and students around their learning.
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Estratégias metacognitivas no ensino de ciências para estudantes dos anos iniciais: estimulando o aprender a aprender!
(Universidade Federal do Pará, 2020-04-27) GOMES, Mayara Souza; Brabo, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
This research describes and analyzes didactic interventions in science teaching, consisting of tasks and strategies specifically designed to awaken and / or exercise metacognitive skills in children of the early years, put into practice in a class of students of the 4th year of elementary school of a riverside school located in the rural area of the northeast region of Pará. It is also proposed a protocol for collecting and analyzing evidence of metacognitive skills in students of basic education. When considering the official documents that indicate the need to learn autonomously, in a contextual way, overcoming mere memorization and in order to contribute to research in the area, the research problem was thought: “What are the possible educational benefits of using certain teaching strategies of metacognitive guidance in classes of students in the early years? ” The analysis and qualitative data of this indicated that this type of activity has an interesting potential to create a favorable environment for students to interact with teachers and colleagues, improve motivation and enthusiasm to learn about the subject and stimulate the acquisition and use of metacognitive skills . Inserted in this dissertation, as a didactic product, examples and guidelines for the use of metacognitive strategies, which can be used in didactic activities in classes of the early years.
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Experiência estética com formas geométricas nos anos iniciais
(Universidade Federal do Pará, 2019-10-16) CAVALCANTE, Larissa Gabrielle Mendes; SILVA, Carlos Aldemir Farias da; http://lattes.cnpq.br/7226908910873590; https://orcid.org/0000-0001-5463-1316
The present study reflects on the integration of knowledge between the Visual Arts and Geometry, in an inter-transdisciplinary attitude, based on the concept of aesthetic experience according to John Dewey. The main object is to investigate how the teaching-learning process of geometric shapes can, when lived as an aesthetic experience, help to consolidate the geometric thought of primary school children. In order to achieve that, we planned and implemented “Aesthetic Experience with Geometric Shapes”, an atelier in which fifty-two students of the third year of primary school took part, in a public school in Belém, Pará. We chose to approach Geometry contents with the students through the works of three modern artists, namely, Pablo Picasso, Paul Klee and Almada Negreiros, with activities that stimulated the development of visual perception, spatial relations and the ability to abstract geometric shapes from the elements of daily life and nature. These activities resulted in the production of drawings, paintings and collages which have been gathered in a visuality notebook, which can be found in the second part of this study. The students’ production highlights that they absorbed the proposed contents, so as to recognize geometric shapes as part of their daily experience, finding creative and flexible ways of systematizing geometric knowledge. Thus, the atelier’s results allow us to consider the integration with the Visual Arts as a possible pathway to turn the teaching of geometric shapes in primary school into a teaching-learning process that is attuned to the potentialities of the child. The data obtained from this pedagogical action were recorded in photographs, audio recordings and a teacher logbook. The proposal of living an aesthetic experience in the teaching of geometric shapes constituted a starting point for a reflection about the necessity of integrating knowledge amid the state of fragmentation in which school education finds itself.
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Exploração de narrativas míticas indígenas para o ensino de matemática nos anos iniciais
(Universidade Federal do Pará, 2018-02-09) AGUIAR, Haylla Rodrigues de; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602; SILVA, Carlos Aldemir Farias da; http://lattes.cnpq.br/7226908910873590; https://orcid.org/0000-0001-5463-1316
Since the last decades of the 20th century, studies on Indigenous School Education in Brazil have advanced significantly from social movements in favor of indigenous peoples, who organized themselves in the quest for citizen autonomy. At the center of this struggle was the demand for a school with a curriculum and a teaching that inserted in the formation, values and ethnic cultural knowledge of the indigenous people, associated with scientific knowledge. Based on the propositions of Farias da Silva (2003, 2014) and Farias (2006), according to which the myths contemplate this proposal, since they are one of the forms taken by oral tradition populations throughout the centuries to explain nature and culture, as well as how to keep your historical memories alive. Thus, we identified in the Mythological tetralogy of Claude-Lévi-Strauss (2004, 2005, 2006, 2011), originally published between 1964 and 1971 a demonstration of the importance of the mythical narratives to know the modus vivendi of Brazilian indigenous communities. In our study, we took these works as a way to enter the myths of the indigenous people of the State of Tocantins, especially Xerente, to answer the following question: in what ways will it be possible to dialogue with the mythical narratives of the indigenous peoples of Tocantins to pedagogically address the contents of basic school curricula in these communities? Thus, our study aimed to investigate possibilities of pedagogical exploration of indigenous mythic narratives for the teaching of Mathematics in the Early Years of Elementary Education in indigenous schools in the state of Tocantins. With this intention we carry out a qualitative research with a bibliographical approach, in search of implications for Education, specifically the Indigenous School Education in an interdisciplinary perspective (FAZENDA, 2003) that integrates culture and mathematics, transversalize the trajectory of the Indigenous School in its construction process and identity reconstruction, involving the participation of indigenous teachers and the community. In order to organize the didactic suggestions, we base ourselves on the Curriculum Framework for the Indigenous School (RCENEI/Indígena, 1998) and on the principles established by Farias da Silva (2003) and Farias (2006; 2012), who propose mythical narratives as indicators of values and knowledge that dialogue between the knowledge of tradition, the experience of life, the valorization of socio-cultural practices and the indigenous school. The research presents as contribution a body of suggestions of didactic exploration of the mythical narratives for the teaching of mathematics in the indigenous school of the Initial Years.
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Formação continuada para professores dos anos iniciais: uma proposta para o ensino das operações de adição e de subtração, fundamentada na Teoria das Situações Didáticas
(Universidade Federal do Pará, 2019-06-07) LEAL, Edilene Fernandes; MACHADO JÚNIOR, Arthur Gonçalves; http://lattes.cnpq.br/3148593292236740
This paper reports research on the practice of continuing education of teachers who work in the early years of elementary school (EF), developed in a specialization course in mathematics education for the early years of elementary school at the Institute of Mathematical and Scientific Education (IEMCI). ) of the Federal University of Para (UFPA). It is, therefore, a qualitative investigative course, in the action research modality, whose objective was to investigate in what terms the Theory of Didactic Situations can help in the continuous formation of teachers for the teaching of addition and subtraction operations in the early years. Elementary School, having as organizing lenses these practices, Brousseau's Theory of Didactic Situations (TSD). Over the four months, from March to June 2018, in which we were in the classroom, the actions were followed up and recorded through a questionnaire, audio recording and material produced by the teachers, as well as the researcher's personal notes in a notebook. field. The collected material was treated and organized into categories, which wereanalyzed mainly, but not exclusively, from the theoretical framework built for this purpose. Narrative analysis reveals that teachers need to know the object of knowledge, as well as to establish a relationship with their teaching, that is, to know to organize didactically the knowledge for students to learn.
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História para ensinar matemática nos anos iniciais nas produções acadêmicas brasileiras (1990 – 2018): princípios, métodos e propostas
(Universidade Federal do Pará, 2021-02-12) SILVA, Luiza Pereira da; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
From a research, whose object of study was centered on the productions of postgraduates of brazilian universities in History for the Teaching of Mathematics (HEnM), with a cut for the initial years, this work develops and analyzes the academic productions from the field between 1990 and 2018, with an emphasis on its principles and methods, to highlight its potentialities and contributions not only in mathematics, with an approach related to history, the initial years of Fundamental Education, based on the files that make up the collection of the Brazilian Center of Reference in Research on the History of Mathematics (CREPHIMat), originating from two research projects aos quais or documentary study is linked. Through the cataloging of productions, a paradigmatic matrix was elaborated, in order to identify and analyze the Technical, Methodological and Theoretical levels as constitutive elements of the productions on the researched topic, aiming to point out ways of using history to teach mathematics in the initial years, and, likewise, it provides indications of the contributions of these productions to the teaching of mathematics and to teacher training, based on the foundations established by Mendes (1997, 2001, 2009, 2013), or provides history as a didactic and conceptual mediator, tending to historical research as an element of (re)construction of mathematics generated in different socio-cultural contexts, developed from investigative activities that problematize practices for the improvement of learners. The results highlight the importance of two well-trodden paths by researchers in the direction of mathematics teaching approaches, through the history of mathematics as a mediator of proposed pedagogical practices, as they involve testing of concrete materials, artifacts and manipulations, applications of history in situations of teaching and training and as a basis for research methods and explorations in the training of Mathematics teachers. It is emphasized that, in a general way, all productions point to the need to implement the uses of the history of Mathematics in initial or continuing teacher training, as a fundamental element for the constitution of a didactic epistemology that enables a didactic and conceptual training to teach Mathematics with meaning, supported by a reflective approach.
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A ludicidade e o ensino de ciências na educação em ciência, tecnologia e sociedade nos anos iniciais do ensino fundamental
(Universidade Federal do Pará, 2022-08-31) Raiol, Kássia Cristina da Silva; Almeida, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
The intense transformations that have taken place in the contemporary world have produced new demands and challenges for science education, to form citizens who exercise active participation in a society increasingly influenced by science and technology. In this sense, this research aimed to understand and analyze how recreational activities allied to STS education, through themes, can favor scientific and technological literacy of children in the 1st Year of Elementary School. This is a qualitative study, of the participative research type, which presents pedagogical reflections and propositions about the teaching of science, through an educational product, structured in the format of a Pedagogical Notebook built in the format of an e-book, with based on assumptions of Playfulness and Education in STS, called "STS Education in the Initial Years of Elementary School: A playful proposal for the teaching of Personal Hygiene". The notebook is structured in two parts: the first with theoretical references discussed in the research and the second, where the proposed activities are organized, which problematize the theme: Can personal hygiene care save lives? Proceeding with the validation of this educational product by six teachers, postgraduates in the area of science, who work with science teaching in public schools in Belém-Pará, being the subjects of this research. For data collection, an instrument was developed using the Google Forms platform (sent by e-mail) that guided the analysis, reflections and contributions of the teachers, a questionnaire consisting of ten subjective (open) questions, which allowed the recording of of a broad evaluation of the educational product, consolidating the collection of research data. With the information collected, a Discursive Textual Analysis (DTA) was carried out to visualize the possible contributions of this research to those involved in science teaching. Thus, this research made possible understandings about the importance of giving the student the opportunity to build scientific and technological knowledge, to insert it in an ACT process, as well as to favor a citizen formation that develops abilities to interpret and apply such knowledge in real situations of the everyday life, contributing to their understanding of the world. In this sense, the association between playfulness and STS education proved to be a rich and promising path.
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A perspectiva da criança em atividades de modelagem matemática nos anos iniciais
(Universidade Federal do Pará, 2018-02-20) ALVES, Lília Cristina dos Santos Diniz; SOUZA, Elizabeth Gomes; http://lattes.cnpq.br/6420273024357999; https://orcid.org/0000-0001-7119-0348
O objetivo desta pesquisa foi constituir uma atividade de modelagem com crianças e na perspectiva delas, dando voz e vez às crianças na constituição da atividade de Modelagem Matemática, respeitando os seus modos de ser e estar no mundo. Esta pesquisa é orientada teórico-metodologicamente pela concepção de criança substanciada principalmente em Walter Benjamim, Kohan e Sarmento, para quem a criança é concebida como produtora e portadora de cultura, social e historicamente construída e sujeito da sua relação com o mundo. Discorremos sobre alguns conceitos de criança e infância, bem como apresentamos um breve estudo sobre algumas pesquisas que delineiam atividades no âmbito da Modelagem nos anos iniciais. Trata-se de uma pesquisa de natureza qualitativa. Para a coleta de dados, recorremos às técnicas e instrumentos adequados à pesquisa com crianças para abordar o tema violência dentro da proposta de Modelagem Matemática. A coleta de dados ocorreu em uma Escola Estadual de Ensino Fundamental e Médio, localizada em um bairro periférico da cidade de Belém-PA. Os participantes da pesquisa foram 16 crianças entre 5 e 8 anos de idade, que compunham uma turma do 1º ano dos anos inicias do ensino fundamental. Os resultados da pesquisa propiciaram debates relevantes sobre o tema violência em contextos diferentes, suscitando temas matemáticos e não matemáticos, e obtiveram como produto final discussões, criações e desdobramentos que vislumbraram a perspectiva da criança, de modo a demonstrar sua capacidade de produzir, interagir e intervir na proposta da atividade por intermédio de sua cultura material, culminando com uma atividade de Modelagem Matemática constituída com as crianças, a qual foi socializada para o público da escola e para a família.
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Saberes docentes em movimento: da formação inicial em pedagogia ao ensino da matemática nos anos iniciais da educação básica
(Universidade Federal do Pará, 2021-06-18) PRAZERES, Janaína Batista dos; SILVA, Marcos Guilherme Moura; http://lattes.cnpq.br/3278058288104378; https://orcid.org/0000-0003-3589-1897; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853
In this research, we address the professional knowledge of teachers who teach mathematics in the early years of basic education. The study aimed to highlight the knowledge to teach and the knowledge to teach mathematics in the early years produced by pedagogues when reporting their teaching practice. For this, we were together with six teachers from the municipality of Castanhal-PA who taught in the early years in 2020 and had a degree in Pedagogy at the Federal University of Pará - Campus Universitário de Castanhal. Due to the restrictive measures to combat Covid19, the approximation with the teachers took place online, using two virtual platforms that made it possible to carry out synchronous meetings between the researchers and the investigated teachers, in order to facilitate the production of information. Individually, we carried out semi-structured interviews, which were recorded and later transcribed. The analysis and interpretation of information were developed from the perspective of a qualitative methodology, using Textual Discursive Analysis (ATD). The evidenced elements allowed the analysis from five main categories: Personal knowledge, Pre-professional mathematical knowledge, Knowledge to teach mathematics, Knowledge to teach mathematics in the early years, Knowledge for training, generally indicating that the construction of knowledge a teaching mathematics in the early years are not significantly established in the initial training so that it is possible for the teacher to enter the classroom. In this sense, teachers understand that a closer approach to the practice of teaching and learning mathematics would be necessary. Therefore, the professors indicate that the knowledge to be taught is far from the confrontations found in the school environment and has weaknesses in relation to the mathematical content foreseen for the early years. As for the knowledge to teach mathematics, it was noticeable that teachers produce from the need to overcome the weaknesses of initial training, and for that, they study in advance and develop their own materials to support their practice. We believe that it is also necessary to develop other studies that have the possibility of following the teachers' classes and highlighting the tacit knowledge present during teaching practice.
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Saberes geométricos mobilizados na formação continuada de professores dos anos iniciais
(Universidade Federal do Pará, 2019-04-02) CARVALHO, Patrícia Raquel Santana de; ALMEIDA, Talita Carvalho Silva de; http://lattes.cnpq.br/6247156526483924; https://orcid.org/0000-0001-5206-4354
The present work has as objective to investigate knowledge that needs to be mobilized in a continuous formation in geometry for teachers of the initial years of elementary school. The interest in investigating this teaching is justified, among other factors, by the importance of geometric concepts in the construction of knowledge in several areas of knowledge. The thematic approach was based on the methodology of the bibliographic research, because it allows to know in which level the scientific productions, such as articles, dissertations, books, besides official documents, on the object in question. For this, it was outlined as a guiding question of the research: What knowledge need to be mobilized in a continuing formation in geometry by teachers of the initial years of elementary school? The theoretical reference was established in Pavanello's investigations on the historical abandonment of the teaching of geometry by Imbernón on the conceptions of the continued formation of teachers and with Shulman on teacher knowledge. From this study it was possible to verify that the geometry teaching in the continuous formation of teachers of the initial years, presents / displays lapsed. Considering the insignificant number of researches developed in these aspects, thus contributing, with a high degree of teachers with deficient geometric knowledge, rooted in a fragility practice and full of gaps, from the incomprehension of these concepts to the applicability of their contents in the literacy cycle . Faced with such perception, a set of activities on geometric solids was constructed in order to contribute to the resolution of the lag of this teaching.
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Tarefas exploratório-investigativas para o desenvolvimento do pensamento algébrico nos anos iniciais: uma experiência para se pensar a relação ensino-aprendizagem-avaliação
(Universidade Federal do Pará, 2019-12-12) MESCOUTO, Juliana Batista; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967; https://orcid.org/0000-0001-9515-101X
This research aimed to investigate the manifestations of students in the early years in relation to the potential of exploratory-investigative teaching-learning-assessment tasks for the development of algebraic thinking. The theoretical contribution that guides this study is in the debates regarding the assessment for learning and the exploratory-investigative tasks in the field of algebraic thinking. The investigative activities were developed in a public school of regular education located in a peripheral neighborhood of the city of Belém/PA, in a class of the 4th year composed by 24 students, being 13 boys and 11 girls, aged between nine and ten years. The class was chosen because the students had not yet experienced experiences involving activities for the development of algebraic thinking. The investigative path was of a qualitative nature. It was based on the analysis of the development of tasks, considered as teaching-learning-assessment, carried out in the classroom by groups of students. Themes such as evaluation in the formative perspective (BLACK; WILLIAM, 1998; FERNANDES, 2009, 2011; VILLAS-BOAS, 2008), exploratory-investigative tasks (OLIVEIRA; PONTE, 1995) and the development of algebraic thinking (BLANTON; KAPUT, 2005) the theoretical framework of this research. In this sense, the exploratory-investigative tasks proved to be conducive to being worked on in the early years, mainly because it boosted the investigative spirit of students, so necessary for Mathematics, from its origin to the present day. They proved to be satisfactory to be worked on in the early years, mainly because they boosted the students' investigative spirit, they were also relevant and essential to articulate teaching-learning-assessment, through feedback directed to the development of algebraic thinking.