Navegando por Assunto "Escuela primaria"

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Saberes elementares matemáticos do ensino primário em teses e dissertações – 1990 a 2020
(Universidade Federal do Pará, 2023-03-03) MOIA, Romulo Everton de Carvalho; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
This work makes an analytical description of the ways in which elementary mathematical knowledge for primary education was treated in theses and dissertations published from 1990 to 2020, based on their epistemological assumptions. To do so, it makes an approach regarding the elementary mathematical knowledge of primary education present in these works. The research is characterized as an exploratory historical-bibliographical study, which approaches the research modality of the state of the art of academic investigation of theses and dissertations present in the Brazilian Center of Reference in Research on History of Mathematics (CREPHIMat). The research carried out is linked to the research project entitled “History for Teaching Mathematics in Teacher Training and Basic Education: an Analysis of Brazilian Production (1997 - 2017)”, sponsored by CNPq. The writing of the work dialogued with authors who discuss concepts and attributions of knowledge; dealing with knowledge to teach and to teach in primary education; that address research on the History of Mathematics Education (HEdM); and used content analysis as support for the analysis of scientific production raised in the mentioned period. It is the result of an investigation within the scope of research on research in the History of Mathematics Education. To do so, we proceeded as follows: bibliographic survey, survey of academic production and content analysis according to the assumptions of Laurence Bardin (2016). From the creation of categories of analysis, it was possible to verify the movement of researches in this scope that deal with mathematical knowledge in primary education. 46 productions were cataloged that deal with elementary mathematical knowledge of primary education. In this way, it was possible to understand how scientific production was organized and established its own space within the area of Mathematics Education in the last three decades, which allowed us to conclude that the researched theses and dissertations present several research themes, related to Arithmetic, Drawing and Geometry, which address theories, methodologies and convergent epistemologies focused on the history of teaching mathematics in primary school.
Acesso aberto (Open Access)
Vozes do rio e da mata: saberes ambientais em narrativas orais
(Universidade Federal do Pará, 2021-12-10) COZZI, Andréa Lima de Souza; SILVA, CARLOS ALDEMIR FARIAS; http://lattes.cnpq.br/7226908910873590; https://orcid.org/0000-0001-5463-1316
Environmental knowledge is built millennially from observation and experience, passed on from generation to generation through voices. The exercise of listening involves the transposition of understanding of other ways of seeing and explaining the world, expressed in human socio-cultural practices. The explanations for the natural phenomena experienced in the rural-riparian areas of the Amazon are elucidated by concepts formulated within the realm of the imaginary, creations, and representations, ways of giving meaning to everyday experiences. The present work explores, from the amalgam of Amazonian cultures, this diffuse zone of interpretation in which the real and the imaginary blend together. The study subject is presented through the following question: How is the environmental knowledge entangled with the mythical imaginary expressed in the voice of the storyteller and how does it circulate in the insular region of Belém? The hypothesis relates to the existence of significance in the environmental knowledge constructed and reconstructed through the imaginary, contained in Amazonian oral narratives evoked from the narrators’ memories, which I called econarratives. The methodological paths are based on the qualitative, ethnographic approach, by means of narrative interviews, photovoice, field diary, activity notebook, and workshops. The thesis is developed in three parts: Portal - Backyard Memories unveils my significant experiences in childhood, professional and academic life with orality and environmental care, focusing on how they intertwine and determine the research theme. The backyard as a space of freedom, learning, and belonging. The portal is called Memories of the World and presents the movements of teaching and learning based on the knowledge built by mankind, the contextualization of western scientific thought, and the transition from the diurnal to the nocturnal aspects brought by Bachelard. It presents the configurations of the Amazonian imaginary in a relationship with oral narratives and the environmental knowledge that circulates in the insular region of Belém, as well as the paths taken to make the research possible in the methodological perspective. Finally, the portal entitled Memories of River and Forest tells us about the encounter with the traditional storyteller from the Murutucu island, Master Simeão, and the oral narratives told in his performances that speak of the care for the environment, of which the Caretaker, the Mãe d’Água (Mother of Water), and the Curupira (a mythological creature of Brazilian folklore) stand out, articulating with the environmental knowledge present in the repertoire of the Island storyteller’s narratives. In the conclusion, I present the results achieved during the research, as well as the contributions that the steps taken in the experience brought as propositions to expand the dialogues in science teaching in the early years regarding the environmental knowledge contained in econarratives.