Navegando por Assunto "Anos iniciais do ensino fundamental"

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Comunicação matemática: concepções e práticas letivas de futuras professoras dos anos iniciais
(Universidade Federal do Pará, 2019-02-28) ARAÚJO, Angélica Francisca de; BORRALHO, António Manuel Águas; http://lattes.cnpq.br/3404547486428285; https://orcid.org/ 0000-0001-6278-2958
This is the report of a research with a qualitative approach of interpretative character, developed through a design of collective instrumental case study, with the collaboration of a group of Integrated Degree in Education in Mathematical Sciences and Languages of the Institute of Mathematical Education and The study, a formative experience on the theme "mathematical communication" that developed through the thematic axis "language and knowledge" (compulsory curricular component), started from the assumption that the conceptions about mathematical communication of future teachers of the initial years are formed during all their school experience (elementary, middle and undergraduate) and manifest themselves in their classroom practices during the initial training, while in internship activities. The research took place in two interconnected moments: the first one in the university classroom, in which the researcher also assumed the role of teacher of the class, and the second through the observation, by the researcher, of the teaching practices of three participants, during the classes that they taught in the compulsory internship. The objectives of the research are described as follows:a) general objective: understand the concepts and practices of mathematical communication of future teachers in the early years and their relationse b) specific objectives: (i) to identify and understand the conceptions about mathematical communication of future teachers in the initial years; (ii) analyze and discuss how the conceptions about mathematical communication of future teachers of the early years are manifested in the learner practices during the initial formation; and (iii) relate learner conceptions and practices about mathematical communication during initial training and internship activities. Mathematical communication was treated as an aspect of the teaching practices of future teachers, trying to analyze if their conceptions are related to their classroom practices. Data emerged from reflective journals, questionnaires, interviews and observations, instruments used to collect data in the two moments in which the research developed. The analysis of the data was done through a triangulation based on a table organized in objects of analysis and instruments of data collection. The study evidenced that the conceptions about mathematical communication identified refer to effective and favorable communication to social interactions in mathematics classes, but the relation between these conceptions and learner practices during initial formation and in stage activities is not linear, in communication practices, from the point of view of the interactions and the arguments of their students, the communication is less effective than the one expressed in their conceptions.
Acesso aberto (Open Access)
Ensino de ciências: uma proposta formativa para futuros professores dos anos escolares iniciais no estudo de energia
(Universidade Federal do Pará, 2022-06-09) HIRAI, Lêda Yumi; Fraiha-Martins, France; http://lattes.cnpq.br/4765567823575996; https://orcid.org/0000-0001-7933-6014
This is qualitative research in the narrative modality, based on the initial training of students of the Integrated Degree in Sciences, Mathematics and Languages for the Initial Years of Elementary Education, at the Federal University of Pará. Objective to understand the training processes experienced by future teachers in the early years when participating in a practice based on hybrid teaching, especially on the theme Energy in the rotation model by stations, in order to elaborate a proposal for the initial training of teachers to teach science in the early years. For the development of the analyzes and results, the field diary was used, the audio recording material made during the empirical research, as well as the material produced by the students in the tasks performed. And as a method of analysis, Discursive Textual Analysis was selected to understand the investigated narratives. In general, the undergraduates were interested in the practice, they had not had contact with the methodology of rotation by stations. The activities promoted reflections on the arrangement of tasks within each station, the contents and how the teacher's posture should be as a mediator of knowledge, guiding and guiding students towards knowledge. Through the results, the educational product entitled “ENERGY IN SCIENCE TEACHING: teaching practice of Station Rotation with students in the early school years” was created, considering its use by future teachers in the early school years to teach the energy theme. The material produced has three (03) units with information on the preparation of the activities script, suggestions of materials and technological tools to be used, I also present the planning of each station, containing lesson plans. In view of the training processes that were experienced by undergraduate students of the Integrated Licentiate course, I believe that the training proposal was accepted satisfactorily, being evidenced in the narratives of the undergraduates, when they point out their reflections on the theme and the material developed.
Acesso aberto (Open Access)
Transformações químicas: uma proposta de ensino híbrido para os primeiros anos escolares
(Universidade Federal do Pará, 2021-12-13) SOUSA, Angerley de Jesus; FRAIHA-MARTINS, France; http://lattes.cnpq.br/4765567823575996; https://orcid.org/0000-0001-7933-6014
Highlights the importance of hybrid teaching using the rotation by stations model to teach the content of reversible and irreversible transformations of the material axis and energy of the science content according to the BNCC (National Common Curriculum Base) for the fourth year of elementary school. Aiming to understand in what terms this teaching proposal contributes to teach this content, investigating the use of the hybrid teaching approach using the rotational model by seasons, to teach transformations in the initial years. The context of the research took place in a public school with a class of 4° year, where I elected seven subjects for analysis within the qualitative research, where I opted for a narrative modality, that is developed considering the narratives of the participants involved in the phenomenon investigated. The pedagogical mediation carried out by the teacher is pointed out as a driver of new reworkings according to the theme of study, another relevant point in the results was about collaborative work that proved to be a motivational factor for learning within the proposal of hybrid teaching using the rotational model by seasons, as well as the exemption of digital technologies, developing a digital literacy, consequently motivating students within the knowledge building process. Libâ-neo (2011), Prensky (2010), Roldão (2007), Santos and Schnetzler (1996), Zanon and Palharini (1995), Fontana and Cruz (1997) and Bacich, Tanzi Neto and Trevisani (2015). The analyses show that the station rotation model built and investigated shows that students participate, work in groups, build knowledge, develop different types of ac-tivities and explore various forms of learning, noting that each group and student learns at their own pace the content of transformation. Understanding the dimension of multiple learning processes, the fickle search for improvement of teaching, an understanding of their skills and the strengthening of each student’s progress.