Navegando por Assunto "Narrativas pessoais"

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Práticas pedagógicas de professores formadores e abordagem CTS: o ensino de ciências rumo a novas percepções neste século XXI
(Universidade Federal do Pará, 2015-10-02) GOMES, Luan Sidônio; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749
Considering the increasingly strong presence of scientific and technological aspects in the society of the XXI century, this paper reports a qualitative research, through narrative, which investigates pedagogical practices of professors who are responsible for science teachers' education, through demonstrations of three educators of the Natural Sciences course of UEPA (Universidade do Estado do Pará - University of Pará), and it intends to understand which formative aspects contribute to the CTS approach pedagogical practice, as well as to identify and understand which elements of the CTS approach are present in the pedagogical practices of the investigated professors. Therefore, the practical construction of this research was developed through individual interviews - properly recorded in audio and transcribed - with the investigated professors who were selected through nominations from a network system consisted by people - teachers and technicians – involved in the context of the research. Based on Textual Analysis of Discourse used for qualitative analysis of empirical data, three perspectives of analysis emerged: 1) initial and continuing teacher education: reflections on teaching practices; 2) pedagogical practices: meetings with the CTS approach; 3) differentiated education: the XXI century teacher outlining. The analysis of empirical data shows that the formative aspects that contribute to teaching practices related to CTS Approach are connected to the assumptions linked to the emerging paradigm that pursues a prudent knowledge in support of a decent life and because of that, it directs a new perception of world, contrary to the paradigm of the Modern Science that has long prevailed leading the way we see and interact with the world. With this in mind, I realized that the convergences of teaching practices to CTS approach are correlated to the stage of paradigmatic transition where the investigated professors are inserted, as demonstrated in their manifestations. This statement gains strength when reports distinguished ideas about what kind of teachers the subjects have in mind when they develop their practices. For this, however, it is required that professors have an open mind and be sensitive to constant and intense changes of this century which, as unfinished beings, we experience.
Acesso aberto (Open Access)
O processo de (re)construção e gestão de organizações matemáticas e didáticas no estudo de funções logarítmicas mediado pelos ambientes papel e lápis e informatizado
(Universidade Federal do Pará, 2014-05-15) SILVA, George Christ Caraveo da; SILVA, Reginaldo da; http://lattes.cnpq.br/5156504609198449; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798
The aim of this narrative research was to investigate the process of (re)construction and management of Mathematics and Didactic Organizations in the study of logarithmic functions seeked by two environments. This process is, according to the Internal Didactic Transposition, divided into two parts. In the first, characterized by the construction of the text Know, it is exposed the factors that influenced the construction of the Didactic Organization of my proposal; the second, scored by putting into action these Praxeologies , thus building Mathematics Organization in which I reflect on the Didactic Organization and seek to rebuild it. I conducted a study related to logarithmic functions , with students of the last year of high school from a private school , which consisted in facing a task in two environments : the paper and pencil and computerized . Analyzing the results I realized the computerized environment, by providing the interaction of students with the computational model of logarithmic functions, promoted on one hand, favorable conditions for learning and the other generated restrictions, problems that indicated the need to (re)constructions of Mathematics and Didactic Organizations. The theory that allowed my analysis were the Anthropological Theory of Didactics, more precisely around the notions of Internal Didactic Transposition, Praxeologies, Conditions and Restrictions.
Acesso aberto (Open Access)
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.