Navegando por Assunto "Estudo e ensino"

Agora exibindo 1 - 20 de 63

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Abordagem CTS no ensino de astronomia: formação de professores mediada pela situação problema “Centro de Lançamento de Alcântra”
(Universidade Federal do Pará, 2015-01-20) SANTANA, Elisangela Barreto; FREITAS, Nádia Magalhães da Silva; http://lattes.cnpq.br/2982253212145468
This work is a result of focused research to understand the contribution and seize the possibilities and restrictions of the Science, Technology and Society (STS) approach, mediated by a situation – problem in continuing education teachers, in order to provide a reflective, critical and independent of science teachers in specific in Astronomy Education. The theoretical constructions around the teacher training are guided in the arguments of reflective teacher, but this very intentional reflective practice from the perspective of reflection to action. The weaknesses and astronomy education challenges are presented in the theoretical frameworks and the construction of a new reference in this context was given by the discussions and buildings around the case "Alcântara Launch Center". The environment that composed this research was a continuing education course, aimed at science teachers in the context of an action research as part of a qualitative research. The study gathered seven professors of federal network, state and municipal school, which through an investigative action, in inverted symmetry format, appropriated the theoretical and practical frameworks of STS teaching approach. The analysis methodology, my choice was the discursive textual analysis by understanding it as a facilitator of the process to seek, express and construct meaning the investigated field. In this respect, I realized the relevance of excerpts related to the constructions of knowledge and training buildings, which led me to organize and present the results in two sections, namely: (1) citizen Education: articulating CTS and scientific knowledge on astronomy: this section includes buildings necessary for the appropriation of scientific knowledge related to the issue and problem Alcantara, (2) Reflective training for professional intentional action: in which converged the prospects of reflex actions in the sense of reflection for action, converging different perspectives of the subjects around personal and professional values, necessary for conscious and intentional professional action. The work showed me the practical value of the STS approach and the possibility of Astronomy teaching be presented in context, and reflective practice. As for teachers, provided the construction of a new framework and the possibility of a differentiated pedagogical practice, focused on civic education.
Acesso aberto (Open Access)
Abordagem CTS por meio de tema: consumo doméstico de energia elétrica
(Universidade Federal do Pará, 2014-10-23) CARVALHO, Ricardo Haroldo de; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687
As a teacher I could clearly understand, through my experience, the necessity of a Science teaching involving the real context of the learner. The reflections on my teaching practice motivated me to a teaching challenge that made a relation between the student conceptual domain and the real situations in his community . Thus, the purpose of this research is to investigate evidences of a critical attidude from the CTS teaching conception through problems presented related to electrical energy consumption. I tried to answer the researching question about how to enable critical analysis from students regarding to their own use of residential electricity. This research was conducted through a qualitative approach, the action research type. A workshop was developed using conceptual energy content, in order to integrate the topics of the teaching unit. As an analysis strategy of the collected data, I developed an interpretative analysis, the intention was to give meaning to the situations raised by the students during the classes. The information was obtained through questionnaires and records in field notes. The results presented that CTS teaching approach enabled students the critical thinking mainly about values and ethical issues, relating their social reality to the habit of excessive electrical energy consumption,considering that for some students the illegal connection is a justification for wasting energy. The research has shown the dialogic and changing potential of this educational approach as the record of some students changing attitudes in that situation. I believe that, in this sense, this project demonstrated that CTS approach in schools is possible and that citizenship needs to be developed, being the technological scientific literacy of their rights and duties important for the students good achievement in society.
Acesso aberto (Open Access)
Ações avaliativas em ambiente de ensino e aprendizagem gerado pela modelagem matemática
(Universidade Federal do Pará, 2015-06-25) SANTOS JÚNIOR, Augusto Fergusson dos; CHAVES, Maria Isaura de Albuquerque; http://lattes.cnpq.br/1914620696226334; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
This study aims to point evaluative actions evidenced in teaching and learning environment generated by mathematical modeling and consolidate them as argument for the use of modeling in educational contexts whether in Elementary School, Secondary School or University. To this end, we used a qualitative research of bibliographic nature consisting in the Experience Reports analysis of teachers who developed Modeling activities in the classroom and whose experiences were published in the VIII National Conference on Modelling in Mathematics Education – VIII CNMEM held in 2013. Since the documents considered dealing with experiences in Mathematical Modelling and not specifically the learning evaluation, we conducted a literature search of the meta-analysis type in order to extract and interpret evidence other than weren’t in the original research focus. For the conduct of the documental analysis, the methodology of the Discursive Textual Analysis was used, as Moraes and Galiazzi (2007), according to which it was possible to fragment and categorize relevant aspects regarding the phenomenon investigated. Data analysis according to the theoretical references of Mathematical Modelling and researchers in the field of learning evaluation pointed out that the teacher whose practices are systematized in teaching and learning environment generated by Mathematical Modelling shows interactive and retrospectives evaluative actions.Interactive evaluative actions indicate that during execution of the Mathematical Modelling activity, the teacher is willing to evaluate the student's knowledge construction, having the opportunity to verify the learning or intervene starting from the need revealed in the students demonstrations. Retrospective evaluative actions reveal that, after the completion of Mathematical Modeling activity, the teacher is willing to evaluate their own practice, in order to judge whether their objectives have been achieved and consider adjustments in their didatic choices to guide future practice. In that way, the Mathematical Modelling process provides teacher actions characterized by the link between teaching actions, evaluation and learning.
Acesso aberto (Open Access)
A água para o consumo humano: ensino por meio de temas com abordagem em ciência, tecnologia, sociedade e ambiente
(Universidade Federal do Pará, 2016-05-02) RIBEIRO, Dayane Negrão Carvalho; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687
Water is a topic commonly treated in the teaching of science, but a resource availability scenario lacks discussions to training for citizenship through the recognition of scientific and technological issues surrounding access to the use and preservation of human life. In this scenario, this study sought to determine how the proposed theme "Water for Human Consumption" can influence the training for citizenship of elementary school students of a school of public schools in the city of Abaetetuba, generating in this context two thematic booklets on the proposal, namely: a thematic booklet for students and a booklet with activity suggestions for the teacher. The used theoretical foundation hás two sections. The first incorporates the approach in Science, Technology, Society and Environment and his notes to improve the teaching of science through teaching by theme based on three pedagogical moments of Delizoicov, Angotti and Pernambuco (2011), from the context of situations students in order to involve them actively in the search for solutions through diversified activities. In the second section I write about scientific knowledge related to water and its influence on the teaching of science. The research environment was formed through a short course, attended by eleven students of the sixth grade of elementary school as research subjects, as well as teacher-researcher. The action research was the methodological option chosen in this study to collect data, which are analyzed in light of the interpretative analysis of Creswell (2007). The data showed that the subject worked in the Science approach, Technology, Society and Environment enables students to recognize the problems of their reality, allowing its insertion in the search for solutions, and also shows the importance of working everyday reality, paying attention the difficulties of the students to express themselves orally and in writing. As for the teacher researcher, this study showed how reflective practice was important for the conduct of short course activities. Regarding the product of this work, the two primers for use in teaching-learning situation, I consider it possible that the treatment of the subject, because aroused the interest of students to continue the activities culminating in presentations to the school community. And yet, there was the drafting of a letter by students with proposals to solve specific problems that was sent to the school towards improving knowledge about the problems and possible solutions observed by students in their school environment, with regard to access to water for human consumption
Acesso aberto (Open Access)
Aplicação de software estatístico na prática de ensino em ciência da educação
(Universidade Federal do Pará, 2022-02-16) SILVA, Sarley de Araújo; MAGNO, Rui Nelson Otoni; http://lattes.cnpq.br/9017163598972975
The CEP provides the quality control of an institution's engineering applications, that is, in the choice of questions and analysis of variables. This control makes use of statistical tools for continuous process improvement. In view of this, the present work aimed to control abnormalities in probability and statistics problems through the use of control charts from the Minitab Software, specifically, the implementation of the concepts of control charts by variables and attributes was sought. To carry out this theme, the quantitative methodology and the control chart of the Minitab Software were used. The results obtained in the graphs presented during this study allowed us to identify, correct and reduce variations in statistical problems, providing clear and precise solutions to the most complex issues. It is concluded that the use of the software brings improvement in applications of the statistical sciences, it becomes important for solving problems in several areas, since the issues analyzed by this method reduce the variability, achieving results with greater precision. Thus, the statistical tool from the charts and their corrective actions is capable of stabilizing the standard deviations and improving the specific standard of the applications proposed in the teaching of educational science
Acesso aberto (Open Access)
O aprendizado de regras matemáticas: uma pesquisa de inspiração wittgensteiniana com crianças da 4ª série no estudo da divisão
(Universidade Federal do Pará, 2011-03-01) SILVA, Paulo Vilhena da; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865
In this study, we investigated the learning of mathematical rules in the context of the classroom, emphasizing, primarily, the discussions about language. Our main goal was to investigate the linguistic difficulties, faced by students during the learning of mathematical rules, in particular, the concept / division algorithm. To this end, we discuss, among other things, the theme "following rules" proposed by the Austrian philosopher Ludwig Wittgenstein in his Philosophical Investigations. Our work and our analysis were based primarily on this author, who discusses, among other themes, language and their meaning and foundations of mathematics, as well as the reflections of philosopher Gilles-Gaston Granger who analyzes the formal languages. We conducted a field survey that was developed at the “school of pedagogical application” of the Federal University of Pará, in a class of fourth grade. The lessons taught by the classroom teacher was observed and later the students were asked to solve division problems, verbal and nonverbal, followed by a brief interview in which we ask, among other issues, how students solve problems involving the division. In our analysis we highlight some students' difficulties, perceived in observations and in their written records or oral: some students, in its resolution strategies, invent new “mathematical rules". There are still those who "confuse" the contexts in solving verbal mathematical problems as well as the difficulty of understanding the problems that bring implicit information.
Acesso aberto (Open Access)
Aprendizagem baseada em problemas e o raciocínio hipotético-dedutivo no ensino de ciências: análise do padrão de raciocínio de Lawson em um curso de férias em Castanhal (PA)
(Universidade Federal do Pará, 2013-09-10) NEVES, Moisés David das; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729
Aiming to study and offer methodological tools that further the development of logical reasoning and the learner autonomy, this research assesses whether and how the participants in a summer school biology develop the pattern If / and / then / and or but / therfore described by Anton Lawson. The author postulates that this pattern of hypothetical-deductive reasoning is common in the way humankind acquires knowledge and scientific research. The pedagogical approach of the course where the research was conducted adopt the principles of Problem Based Learning (PBL) and aims to encourage participants to produce their own knowledge from problems investigated by experiments with scientific methodology. The audience of course were high school students and teachers of physics, chemistry, biology and mathematics. The seminars for socialization the activities and results achieved by them were videotaped. The analysis of these discourses revealed that Lawson`s pattern is developed, but not consciously and not clearly expressed in a few steps. The expected results for the tests is confused with the hypothesis, confirming a universal tendency pointed out by Lawson. In light of cognitivism of Piaget and Ausubel, is shown the importance of making predictions, because these can drive prior knowledge, creating opportunities for construction and/or discovery new knowledge. Some participant teachers showed discomfort in question what seems obvious. The students showed difficulty in formulating problem issues related to their daily lives. But, as they explored the animal collection, began to make puzzling observations and new questions, suggesting predominant thoughts of concrete cognitive functioning and pointing to the need for actions to stimulate hypothetical-deductive thought. With the evolution of the activities, it was noted advances in reasoning and argumentation of participants in general. It is conclude that adopt patterns like Lawson`s one is useful in the task of promoting thinking skills, as it provides a tool for observing and assessing how students are thinking, giving to the teacher an opportunity to plan pedagogical actions and interventions. It is also conclude that the experimental activity can be rich in stimulating situations of logical reasoning, since it is accompanied by moments of reflection. The results also speak in favor of the Problem-Based Learning as stimulatory of intrinsic motivation and higher cognitive skills. It is measured that to know how to seek the answer is more important than knowing the answer, which require curriculum changes in order that really teaching thinking skills is a priority in relation to the transfer of large amount of theoretical knowledge.
Acesso aberto (Open Access)
Aprendizagem em modelagem matemática pelas interações dos elementos de um sistema de atividade na perspectiva da teoria da atividade de Engestrom
(Universidade Federal do Pará, 2015-10-23) BRAGA, Roberta Modesto; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
This thesis entitled "Learning Mathematical Modelling the interactions of the elements of an activity system from the perspective of the Engeström activity theory" aimed at understanding effects on learning by interactions evidenced in Mathematical Modeling environment, from the perspective of Engeström activity theory. To accomplish this, I developed in the Mathematical Modeling Experimental Laboratory (LEMM), at the University Campus of Castanhal (UFPA), modeling activities with groups of Math Course students in graduating, graduate or post graduate students to obtain data through observation and interview. Based on the principles of the Engeström activity theory, Mathematical Modeling developed by the students were understood as an activity system that involves the elements (subject, object and community artifacts mediators, rules and division of labor) that relate to a result, that are mediated by interactions for achieving a result. Research has shown that the collective work, the historicity and multivocality of subjects acting in overcoming contradictions to reach expansive transformations have repercussions on learning in Mathematical Modeling, configured as an activity system, the interactions of the elements of the system itself.
Acesso aberto (Open Access)
Atitude linguística e revitalização da Língua Mundurukú: observações preliminares
(Universidade Federal do Pará, 2014-04-07) FRANCÊS JÚNIOR, Celso; MARGOLIN, David; PICANÇO, Gessiane Lobato; http://lattes.cnpq.br/8504849027565119
The Munduruku of Kwatá-Laranjalare among the indigenous comunities of Brazil whose heritage language is severely endangered. The Munduruku language belongs to the Mundurukufamiliy of the Tupi stock, and formerly was spoken in the Brazilian states of MatoGrosso, Pará, and Amazonas; it is still spoken in Pará. The focus of this study is the indigenous community of Kwatá-Laranjal, in the state of Amazonas, since members of this group no longer speak the language and for this reason are interested in revitalizing and reinforcing their culture and identity. The project Special Lincensure for the Training of Indigenous Teachers/Munduruku Students (LicenciaturaEspecíficaparaFormação de ProfessoresIndígenas/Turma Mundurukú) of the Federal University of Amazonas (UFAM), besides pursuing the objective of teacher training at the post-secondary level, also has the goal of assisting in the revitalization of the Munduruku language through special classes. The research for the present study took place in this context, specifically investigating students' attitudes toward the community heritage language, through the use of questionnaire-based structured interviews. This quantitative approach included investigating relative knowledge of Munduruku and Portuguese; language preferences; and actual language use. It was observed that there is a contradiction between the elements analyzed in the research and the desire of the participants to revitalize their heritage language.
Acesso aberto (Open Access)
Atividades de compreensão oral como insumo para a produção oral/escrita em Português língua estrangeira: preparação para o exame CELPE-BRAS
(Universidade Federal do Pará, 2010-12-06) GAYA, Karina Figueiredo; CUNHA, José Carlos Chaves da; http://lattes.cnpq.br/3117544056791050
The Portuguese as a Foreign Language (PFL) teaching has presented a significant growth in Brazil and worldwide. International agreements, both academically and commercially, have brought the Portuguese language into the spotlight. Motivated by this new scenario, many foreign professionals and students have looked for PFL courses. Some of these learners will be submitted to the CELPE-Bras exam - initiative of the Brazilian Ministry of Education to consolidate the education of PFL in the world. The educators who prepare foreign candidates to this exam have faced difficulties to find materials that make their pupils’ development of listening skills possible. In this work, we aim at showing a way to the teaching-learning of the listening in PFL, utilizing text genres as input. Towards this end, we searched theoretical support based on the Socio-Discursive Interactionism (Genre Theory and model of Didactic Sequence) and tried to get the Communicative Approach closer to the Genre Approach in the Foreign Language teaching. Using these theoretical assumptions, we proposed various Didactic Sequences for the teachinglearning of listening in PFL, elaborated and applied listening tasks. We described and analyzed these tasks and tried to show to what extent the PFL teaching-learning, using text genres as input and applied to the Communicative Approach, can facilitate the development of the listening skills of foreign pupils and candidates to the CELPE-Bras exam.
Acesso aberto (Open Access)
Avaliação da aprendizagem em língua inglesa no primeiro ano do ensino fundamental em escolas públicas do município de Castanhal (PA)
(Universidade Federal do Pará, 2014-06-27) BARBOSA, Emília Gomes; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
This study investigates the assessment practices in the Teaching of English as a Foreign Language to Young Learners (LEC) in the first year of primary education in public schools in the city of Castanhal, PA. The research analyze which guidelines are contained in official municipal documents with regards to teaching and assessment in LEC, to describe the assessment practices developed by teachers in this context, to analyze the integration of these practices with LEC's teaching and learning goals, and to indicate pointers to make the assessment of learning practices more effective, theoretically and methodologically. To achieve the proposed objectives, a qualitative documentary study was conducted. We analyzed the official documents that guide teaching and assessment in LEC, 220 student development reports, which are recommended assessment tool for this school level, as well as interviews and questionnaires given to 14 teachers working in this context. The theoretical framework is based on the contributions of Cameron (2001), Strecht-Ribeiro (2005) and Scott and Ytreberg (1990) regarding the teaching and learning of LEC, as well as the discussion of some aspects of assessment of learning (HADJI, 1994, 2007; BONNIOL; VIAL, 2001; FERNANDES, 2009; PERRENOUD, 1999) and assessment of learning in LEC (MCKAY, 2006; IOANNOU-GEORGIOU 2011; SHAABAN, 2001). For data analysis, we used the Content Analysis technique (ROSA, 2013). The analysis results indicate a lack of coherence between the assessment practices and the teaching goals and principles in LEC. The data also reveal a lack of training for teaching, assessing and designing syllabus in LEC, combined with a known tendency to prioritize structural aspects in the teaching of foreign languages, instead of communicative activities. Finally, this study shows the need to promote other studies that investigate the assessment practices used in LEC, as well as the urgency to define official national guidelines for teaching and assessment that take into account the characteristics and needs of the children within this context.
Acesso aberto (Open Access)
Avaliação do uso de tecnologias digitais no apoio ao processo de modelagem matemática
(Universidade Federal do Pará, 2014-10-17) FURTADO, Alfredo Braga; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
In this research we investigate the utilization of Digital Technologies when mathematical modeling is used as a teaching strategy in mathematics, with the purpose to evaluate the learning that occurred in this environment. To achieve this goal, we studied the Mathematical Modeling and identified a modeling perspective to be employed in work; then, we studied the use of Digital Technologies (TD) in Education, focusing on the potential and the restrictions mentioned in the literature. As theoretical basis, we studied the theories of computerization of Tikhomirov, in particular the theory of reorganization of thought and activity theory of Leontiev and Engeström and Collective Thinking of Pierre Lévy. The purpose here was to formulate a methodology for teaching Mathematics with Modeling and Digital Technologies, which took into account the necessary conditions that would ensure effective improvements in learning. Thus, we proposed a methodology that explicitly incorporates a step in the process of modeling of utilization of TD, as well as gives emphasis on formative evaluation during the teaching process, so that the developed modeling projects achieve the expected learning objectives. Conditions for success of Digital Technologies in Education were identified. The proposed methodology has been implemented for a class of discipline "Mathematical Modeling", belonging to the Undergraduate Program in Mathematics and Science Education of Institute of Math and Science Education of Federal University of Pará (PPGECM/UFPA), which allowed us to evaluate its applicability, scope, results, relevance and assumptions that need to be addressed to ensure improved learning in the context of research. The results of qualitative research are identified: respecting the constraints identified, Digital Technologies effectively empower learning. Factors that demonstrate the aforementioned learning improvement have been identified.
Acesso aberto (Open Access)
Avaliação formativa na Licenciatura de Espanhol: autoavaliação e autorregulação em foco
(Universidade Federal do Pará, 2014-05-21) NEYRA, Patricia; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
This paper discusses an experience with formative assessment focused on self-assessment and self-regulation in language competences and learning strategies. The research reported here aimed to identify what students of Bachelor of Spanish Foreign Language (S/FL) self-assess and self-regulate in their learning, what is the impact of the self-assessment and self-regulation effective in their communicative language competence and ability to learn and, finally; what are the educational activities that promote self-assessment and self-regulation of these competences. To achieve the proposed objectives, we chose to conduct an action research, which was developed in the subject Spanish Language III of the Bachelor’s degree in Spanish at the Federal University of Para (UFPA) - Campus Castanhal. The theoretical framework is based on authors like Allal (1986; 2007), Bonniol and Vial (2001), Perrenoud (2007), among others. For data analysis, it was noted how three students in the class dealt with the proposed formative activities during the course and it also was related their performance in the subject with their attitude regarding those activities. The results show that initially, the language competences were the most assessed and self-regulated objects by the students. However, as the learners were induced to think about other dimensions of foreign language learning, some of them began to include the metacognitive aspects in their self-assessments and self-regulations, which favored an improvement of their communicative language competence and their ability to learn. The formative activities that provided the most effective self-assessment and self-regulation were the self-assessment guideline, learning dairy, the development of communicative goals and assessment criteria, as well as situations involving self-assessment, co-assessment and mutual assessment practices.
Acesso aberto (Open Access)
A avaliação somativa nas sequências didáticas para o oral e a escrita em português
(Universidade Federal do Pará, 2011-09-23) SILVA, Denise Prado da; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
Since 80’s, the somative evaluation has been denounced as one of the main classification, selection and social exclusion mechanisms. The criticism has provoked some proposals of transformation and reformation of the practices of evaluation that have been leading to a theoretical predominance of assessment and to the abandonment of the researches about somative evaluation. But this type of evaluation is more used for the teachers of all school levels. The application of somative evaluation is necessary to the educational institution legitimate and certificate the obtained result on the end of a period. Recently, it was released the proposals of Schneuwly and Dolz (2004) of a work in classroom with the mother language through the Didactic Sequence for the teaching of several genres. Although the somative evaluation has been included as one of components of Didactic Sequence (the final production), it seems that it is not mentioned much about the practices that type of evaluation presupposes and about its inclusion in a formative procedure. This research has as aim, therefore, to identify difficulties and possible solutions about the somative evaluation in Didactic Sequences to oral and writing in the teaching/learning Portuguese Language. After characterize the somative evaluation and the instruments that this evaluation mobilizes in the teaching/learning of Portuguese language, we propose the analysis of a corpus of the seventeen academical documents with the purpose of verify as the somative evaluation was realized in different Didactic Sequence related in these documents. It was analyzed the occurrence or not of the somative evaluation in the final product, the objects of the learning considered in this type of evaluation. After this, we show the importance of the articulation between somative evaluation and formative assessment presupposed in Didactic Sequence.
Acesso aberto (Open Access)
A comunicação em Matemática na sala de aula: obstáculos de natureza metodológica na educação de alunos surdos
(Universidade Federal do Pará, 2011-04-01) NEVES, Maria Janete Bastos das; SILVA, Francisco Hermes Santos da; http://lattes.cnpq.br/3912906225739008
The fundamental premise of this research is to analyze teaching situations in mathematics with the content of multiplicative problems classified based on Huete and Bravo (2006) through the practice of teachers (both deaf and hearing) with deaf students, searching for indicatives of methodological obstacles that may be present in the process of mathematical communication in teaching situations involving these subjects. As a guiding for the research, we used a theoretical reference that supports the teaching-learning process for deaf children with specific emphasis on the teaching of mathematics which has “LIBRAS” (Brazilian Sign Language) as its the vehicle driving force, we tried to raise some reflections about what conditions must sustain teaching. The research is an exploratory descriptive and was conducted in a Specialized Unit in deaf education. The records were made by filming. Data were analyzed from the perspective of the didactic and pedagogic elements present in the moves of its subjects and that contributed to the obstacles or to the success of the teaching-learning process of content involved. From our analysis, we concluded that the teaching of mathematics to deaf ones requires some skills from the professional involved, namely: a broad mastery of “LIBRAS”, Mathematics, Portuguese and specific teaching strategies.
Acesso aberto (Open Access)
Concepções de significado: implicações no ensino da matemática na alfabetização
(Universidade Federal do Pará, 2015-03-20) SILVA, Carlos Evaldo dos Santos; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865
Discuss the implications of the language design have in teaching mathematics literacy is the goal of this work. For this, we will support the understandings of the meaning of language present in the second philosophy of Ludwig Wittgenstein. In seeking to attribute meaning to the mathematical language we found two perspectives: one understands the language as mere representation of objects in the world, whether real, imaginary or mental, that is, its meaning would be those loved extralinguistic - referential; the other delegates to the language the starring role, considering it as a constituent element of the world, which carries in it its meaning - the pragmatic. It is the latter that dissolves, in our view, the existing confusion in the teaching of mathematics education and that gives us better answers to the problems concerning the significance of knowledge of this discipline. Our empirical research took place with a literacy professor at the Rede Municipal de Educação de Belém times when we have seen his performance in the classroom and in an interview that enabled us to understand their views on language and that confusion would result from them. We note that the reference design is dominant and that three major confusions are present: the first is to assign a rule necessarily a descriptive function; the second is to not consider the various language games that make up the daily life of the classroom; and the last is the call to leave the traditional teaching, based on a supposedly practical "mechanics" and "passive" by a school that provides the "autonomy" of our children, enabling them to be naturally build your knowledge, and devalues mischaracterizes the main function of the teacher who is teaching.
Acesso aberto (Open Access)
O conhecimento matemático-didático do professor do multisseriado: análise praxeológica
(Universidade Federal do Pará, 2013-05-03) SILVA, Reginaldo da; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033
This research investigates the construction of mathematical praxeologies held by a teacher in a multigrade class, fourth and fifth years of elementary education in a Municipal Public school from the Espirito Santo Community, belonging to the City of Santa Maria do Pará. This paper demonstrates, through the transposition of mathematical praxeologies of the didactic books from the serial classes to the multigrade classes, the values of the epistemological and institutional variables that conform the milieux of the teacher in the Internal Didactic Transposition, in view of conditions and restrictions on teaching in multisseriate institution. This transposition of praxeologies that occurs in the multigrade classes environment is identified as a teacher problem, when the epistemological dimension added, constitutes beneath the frame of the Anthropological Theory of Didactics in didactic problem. This research is qualitative in nature, an ethnographic approach adapted to education in line with Lüdke and Andrew. The analyzes show the values of variables and the relationship between them in the reconstruction of mathematical praxeologies in the "text to know" and the management of these in the classroom, but also show the reflection of the teacher in the first phase of Internal Didactic Transposition, on the second phase of Internal Didactic Transposition and vice versa. The analyses are constructed based on elements of the Anthropological Theory of Didactics and teaching on praxeology model, which constitutes an important element in the analysis to identify the values of the epistemological and institutional variables that shape the milieux of the subject teacher of the research in the two phases of Internal didactic Transposition, the evidence of didactic problem and the feedback that occurs between these blocks of variables and their values, which shows the construction of mathematical knowledge-didactic of the teacher.
Acesso aberto (Open Access)
Do cinema à educação: trânsitos musicais na concepção de videoaulas
(Universidade Federal do Pará, 2016-06-16) SAMPAIO, Nilze de Sá; SOUZA, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; FREITAS JÚNIOR, Áureo Déo de; http://lattes.cnpq.br/9902320223569217
This research aims to study the musical conception of video lessons from the musical movie uses, using as main reference the knowledge of Michel Chion , through the works "The audiovision" (2011) and "La music en el cine" (2014). Also underlie this study, with regard to: the structure of film language, Martin (2013) e Mascelli (2010); the discursive semiotics, Barros (2005) e Souza (2015, 2008, 2006); the art and education, Duarte (2000); the distance education, Litto (2010), Santos, Fassbender e Evangelista (2015) e Moran (2002); the video lesson, Santos, Fassbender e Evangelista (2015), Moran (1995, 2009, 2015), Anderson e Dron (2011, tradução 2012), Mattar (2014), Filatro (2009), Silva (2015), Spanhol e Spanhol (2009), Vargas, Rocha e Freire (2007). This research may be justified by the change that occurred in education, strongly influenced and energized by information and communication technologies, and also the need to unite the aesthetic education in search of teaching- learning processes that consider the human particularities, including the size of the feeling within this process. For the analysis, the researcher used the generative course of meaning, as the discursive semiotics, and two instruments created by the researcher, the sound / musical map and synthetic list of musical uses. In general, the sound`s/music`s Map sought to identify its discourse and educational issues. In a specific way, musical aspects such as the question of sound dominant, the musical uses and points of use, and synchronization of music in the production of meaning. In the synthetic list of musical uses, the investigator presented musical uses second Chion, the description and their exemplification, including referral links on the internet. Also, the investigator aided in the analysis a set of video classes typology, where similarities were identified in the video classes of structures available on the internet, coming to the following classification: informative video lesson/instructional, educational video lesson classroom model and educational video lesson with post- production capabilities. Through this knowledge we sought to clarify the issue of "How music can be used in the design of video classes, from its uses in the movies”? After the analysis, the investigator noticed that the presence of music varies according to the type of video lesson and its time of use. Thus, in the video classes with greater variety of discursive resources, such as the types video lesson informative/instructive and educational video lesson with post-production resources, the investigator noticed a greater presence of music for the materialization of speech. Conversely, the video classes with less variety of these resources, there have been a minor musical presence, as the educational video lesson type classroom model. In general, when the music is designed in the design of video lesson, there ia also a greater possibility of use than when worked into video lesson already recorded. These are working processes differences, but that should be directed to the use of music for reiteration and materialization of speech. The most common musical uses were: continuity e movie streaming; symbolic representation; continuity and discontinuity of sound plans; synchronization; temporality of the image; coestruturação and coirrigação; and moving images. Given the above, the investigator concluded that music is an educational resource. Also, a discursive feature video lesson that can be used for its coestruturação and fundamental audiovisual issues, providing an aesthetic education.
Acesso aberto (Open Access)
Educação ambiental: ideias, saberes e práticas relatadas por professores em um país em reconstrução, Angola
(Universidade Federal do Pará, 2013-12-12) BUZA, Ruth Gabriel Canga; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513
The Angolan context served as the backdrop for this work. We surveyed three schools of public schools, we have two teachers from each school, and these teachers of the discipline of Environmental Studies (which can be considered as the discipline of Sciences here in Brazil ) these teachers teach in primary ( term used for elementary schools ) . This study is qualitative in nature, the narrative approach, and with this choice had the opportunity to dive into the experiences related to teaching practice of these teachers in the classroom , and to analyze the insertion of Environmental Thematic teaching practice in Angola . Angola has numerous brands in their history of exploitation and war , these in turn brought great impact to the Angolan society , allowing us to realize today deficiencies mental and moral order of the sons and daughters of this land coming . Write about education in the country, is to write about how teachers and students can overcome the many difficulties experienced daily. and even in this context also invest in the teaching - learning confident in building a better future . Through research it was possible to hear the teachers and register reports about how the Environmental Thematic is inserted in the classroom, however with the observation of the school , it was also possible to note the need for a more thorough approach , which was already noticeable notice some glitches related to the care of the school . Environmental education alone favors the formation of reflective beings , which allows the gradual change of society.
Acesso aberto (Open Access)
Educação matemática no Pará: genealogia, institucionalização e traços marcantes
(Universidade Federal do Pará, 2014-03-12) SILVA, Neivaldo Oliveira; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668
This research theme is Mathematics education in Pará and at investigating the analysis of the dynamics of their formation and, more specifically, its origin, its process of organizing, diffusion, institutionalization and characterization, with reference to the study groups and surveys that were organized in the state, their contexts, as well as its ramifications productions made in the area, mainly in the form of dissertations and theses. My intention is to analyze the existing Mathematics Education in Pará, seeking to identify their ways of structuring and organization, and analysis of existing production, to identify emphases, trends, and striking traits, characteristics capable of giving indicative of the current moment of your process development. Start by defining the approach of research to then make an epistemological foray order to understand the mathematics education as a professional field and related to reality and to the processes of teaching and learning research. To do this, take as a reference Araujo (1980), Carvalho (1991) BICUDO (1994) and FIORENTINI & Lorenzato (2006). In order to contextualize the research make a brief journey through the scenarios of production of Mathematical Education in Pará, at the mention of historical and social aspects of the city of Belém and Pará State, including universities where groups have organized and where originate the research collected and analyzed. That done, I describe the history of mathematics education in Pará, in the form of genealogy, with a path whose initial reference the results of earlier research conducted by me to then present results that allow me to identify a movement whose taproot of Mathematics group that formed in the old club Sciences UFPA, which acted as point of dissemination and spread of ideas and concepts in addition to materialize as a focal point for scholars on the subject. Continuing, I attempt to identify characteristics that allow me to state that the actions of Mathematics Education were institutionalized in our context, which confirm to the study, and finally interpret seek to understand the meaning and the implicit meanings productions, in terms of organization, classification and inferences arising from the outlined Movement, presenting results in the form of state of the art, pointing to the thematic areas emphases Mathematical Modeling, teaching/Learning of specific topics, Troubleshooting, teaching materials and teaching aids, Teacher Training, Ethnomathematics and Adult Education. The diversity of themes, the relationship with the local culture, as well as the connection between them begin to emerge as traits that mark the Research in Mathematics Education in Pará.