Navegando por Assunto "Pesquisadores em educação matemática"

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Argumentação no ensino de ciências: padrões argumentativos de estudantes do ensino médio sobre fisiologia animal
(Universidade Federal do Pará, 2018-08-13) TAVARES, Erivandro do Carmo; VIEIRA, Eduardo Paiva de Pontes; http://lattes.cnpq.br/2902323640527915; https://orcid.org/ 0000-0003-1641-7014
The objective of the present study is to analyze the argumentative construction of high school students during an experimental course of sciences on animal physiology. We selected an event organized methodologically by Problem Based Learning (PBL) to analyze group interactions. In our theoretical, methodological and creation inspirations, we find the appropriation of elements from the perspective of Qualitative Research in Education and assumptions of the Interactionist Argumentation Theory. In fact, and purposely, this work brings a kind of hybrid analysis of the interaction frames of the students' propositions, since we chose to combine theoretical perspectives for the analysis of the interpretation of the research points. The results indicate that the students' argumentative patterns were established around two aspects: the first one identifies the constitution of basic arguments, of simple structure, composed by minimum number of elements. The second, points out that the students established the argumentation during the course, being verified the reach of three phases of the argumentative development. To this end, we engaged in a dialogue with other research on argumentation in the context of science teaching and pointed out contributions to teaching activity and research in education.
Acesso aberto (Open Access)
Professores pesquisadores em educação matemática no Pará. Da produção de conhecimentos à prática social
(Universidade Federal do Pará, 2020-04-30) SILVA, Carlos Alberto Nobre da; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; https://orcid.org/ 0000-0002-4092-7973
The graduate in Science and Mathematics Education in Brazil has consolidated itself as an important field of research in the teaching area, allowing students the opportunity to research and expand knowledge in the area, as well as in the reflection and proposition of alternatives for teaching Science and Mathematics. The increase in graduate programs in the area has been relevant, despite the asymmetries in their distribution among the regions of the country. However, researches that problematize the unfolding of the production of these programs for the social practice of new PhDs in the area are still insufficient. In this sense, this study sought to answer the following question: in what aspects the theses in Mathematics Education produced in the Graduate Program in Science and Mathematics Education – PPGECM reverberate in the social practices of researchers graduating from the program, and their possible repercussions and developments? For this, my objective was to analyze the theses in Mathematics Education produced in the Graduate Program in Science and Mathematics Education – PPGECM of IEMCI/UFPA, identifying the speeches and their intersections/consequences in the social practices of the researchers who graduated from the program. The theoretical-methodological foundation was based on Kilpatrick (1996), Miguel et al (2004), Triviños (2006), Saviani (2007), Greimas (1973; 2012), Fiorin (2015) and Barros (2011). Methodologically, the semiotic discourse analysis of the 43 thesis produced in the program from 2012 to 2018 was carried out, and 12 semi-structured interviews with doctored professors graduated from the PPGECM who are working at different levels of national education: basic education (initial years, elementary and high school), professional and technological education, higher education (undergraduate and graduate). The result of the analysis of the theses and the interviews was compared with the Lattes curriculum of the interviewees in order to verify the developments. This resulted in the existence of connections that contributed to the continuing education of researchers in this doctoral program, in improving research in our region and in the necessary identity constitution of this professional category - that of Mathematics Education professionals. Thus, we defend the thesis that doctoral research produced by PPGECM graduates has produced relevant impacts, consequences and developments that have an impact on the social practices of these authors, through participation in academic research groups or projects, critical reflections on their own practices, increase in the production of scientific articles and, above all, insertion in the process of academic formation and new researchers for the Amazon region.