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Navegando por Assunto "Escola de Aplicação da Universidade Federal do Pará"

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    Água: um estudo sobre as representações sociais de alunos do ensino fundamental
    (Universidade Federal do Pará, 2009-08-19) IMBIRIBA, Teresa Elvina Florenzano; NAKAYAMA, Luiza; http://lattes.cnpq.br/3771896759209007
    Since my academic career was based on a traditional way of teaching, in which I wasn’t stimulated to participate the classes, not showing my ideas and opinions, now as a teacher, I try to encourage my students to speak, enhancing their knowledge in the subject in focus and linking them to the information at school. Thus, guided by the idea of rescue/recover the knowledge that students perceive in their family and cultural environment, I drew this essay as a research about the social representations of water from 4th grade basic education students of the ‘Escola de Aplicação da Universidade Federal do Pará’, in the year of 2007. I have used the social representaion theory formulated by serge moscovici as theoretical and methodological support with the Central Core theory of Jean- Claude Abric. The methodology characterized by a qualitative and quantitative approach, had the techniques of data collection, the questionnaire, the free evocation from the word inducing water, supplemented by the interview. The research had as subjects 110 students from the 4th grade basic education, in the ages from nine to thirteen years old, in which 60 of those are girls. The result analysis revealed important aspects about the students and their answers and enabled me to identify that the content of the water’s social representation are associated to the following meanings and senses: 1) The water consumption in the every day habits of hygiene and food; 2) To the natural landscape, formed by water resources; 3) To the natural phenomena, as the rain and the tsunami; 4) To its values and importance as a source of life and health; 5) To the concrete attitudes and actions for the water treatment; 6) To the care and preservation of the natural water heritage; 7) To its symbolism: water as a worship, beauty and leisure object and 8) its characteristics. About the structure of the water’s social representation, the central core was constituted by the semantic categories: bath, drink, life, clean, river and rain and the peripheral system, by the categories: save, pollute, wash the food, waterfalls, make food, crystalline, entertainment, sea, peace, tsunami, useful, well and drop. The understanding of students answers about water, were essential to my thoughts about this subject and so now I can create new pedagogical practices based on the challenge of forming studentcitizens that recognize the need of using water in a sensible way as a finite resource which needs to be maintained and preserved.
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    Labirintos da compreensão de regras em matemática: um estudo a partir da regra de três
    (Universidade Federal do Pará, 2012-08-21) MEIRA, Janeisi de Lima; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865
    The objective of this research was to analyze the procedures used by elementary school students about interpreting and applying mathematical rules in the resolution of some mathematical exercises that they are currently studying, as well as treatment that is given to language, especially the mathematical language. Our study started with the movement known as the Linguistic Turn. This happened because of a philosophical thought that says. It is impossible to argue about something without having discussed about it before. So this time forward, appear the first interpretations of what became known as philosophy of the language. It was about it that we base our analysis agreeing with it is main defender, the philosopher Ludwig Wittgenstein. His ideas are divided into two conflicting philosophies. The first analyze the language in a logical way, and the second analyze it in a context. In this second stage of his thought, he argues about the need of the people on follow rules, which helped us in one of our class. It happened during a class building. It were passed some math test, to analyze the level of knowledge of the students, after the tests there was an interview with each students about what they were currently studying. Analyzes the tests we conclude that the students did not apply of the correct way, and often confused the mathematical rules.
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    Temas socioambientais: contribuições para o ensino de ciências naturais
    (Universidade Federal do Pará, 2011-04-20) FERREIRA, Darlene Teixeira; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468
    The introduction of social and environmental themes in classroom nowadays, especially in natural science secundary education classes, may mean the arising of a efficient strategy to form critic and acting citizens in society. These themes, along with contents of physics, chemestry and biology promote a more complex comprehension of our planet’s state and create the possibility of discussions related to sustainability.To contribute for the qualification of science teaching, we made this research, which aim is an investigation on natural science teachers’ knowledge about current social and environmental questions and its relations to teaching and learning process, mainly in education for sustainability field, that has multiple dimensions.The research is framed in the qualitative mode. We adopted, as a methodological strategy, a single case study (YIN, 2005) and, as unit case, the Federal University of Pará Aplication School. The researche’s subjects were secondary education school teachers. We adopted the projective interview and assystematic observation as instruments to collect data. To interpret the information we used the discursive textual analysis (MORAES E GALIAZZI, 2007). The research results also pointed to elementary discussions of social and environmental issues in classroom. However, some teachers have already introduced superficial discussions on sustainability during their daily work . The main theoretical references were: Leff (2002), Veiga (2005), Sachs (2007), Delizoicov, Angotti e Pernambuco (2009), Figueiredo (2004), Gadotti (2008).
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    Uma visão do ensino de matemática na escola de aplicação da UFPA nas décadas de 1970 e 1980 a partir das narrativas de seus professores
    (Universidade Federal do Pará, 2015-08-28) RIBEIRO, Márcio Benício de Sá; MENDES, Maria José de Freitas; http://lattes.cnpq.br/4608940740054670
    This study aimed to investigate how to develop the mathematics education through the practice of teachers who worked in the School Application linked to Federal University of Para in the 1970s and 1980s, seeking mainly through the memories of these characters constitute a of the past representation of the history of mathematics education, considering the backdrop of that school context. To contextualize the research, I organized a brief statement depicting the social situation and the country's political. I conducted interviews with six teachers who worked at the school and analyzed the collected reports. Data analysis enables unveil a past not been investigated yet. As a research methodology, I used the knowledge arising from the Oral History, and avail myself of documents relating to the school's history to make it possible to set up historical sources. Research is demarcated in the History of Education, marking the cultural history as their main theoretical contribution, through the contributions of authors like Bloch (2001), Le Goff (2003) and Chartier (1996, 2009). To meet this historical field, also made use of research developed by the authors of the History of Mathematics Education, as Valente (2009) and Mendes (2012). Research results reveal reflections on the teaching do, with regard to the commitment and the spirit of unity of a work carried out with dignity by teachers, highlighting for future generations of educators that the effects of a job with traces of excellency are not exhausted in the school environment.
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