Navegando por Assunto "Riverside school"

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Acesso aberto (Open Access)
Para uma pedagogia cultural da tradição: práticas de professores ribeirinhos na Ilha de Marajó
(Universidade Federal do Pará, 2017-12-05) PIRES, Esmeraldo Tavares; SILVA, Carlos Aldemir Farias da; http://lattes.cnpq.br/7226908910873590; https://orcid.org/0000-0001-5463-1316
Teaching assumes a fundamental role in education at any level. Therefore, teachers’ practices at school should reflect the socio-cultural context lived by students, especially in multi-level riverside classes, in which the universe is plural. Teaching practices in rural schools is a theme that has mobilized several studies. New arguments gain power from researches by Gonçalves (2005), Oliveira (2003, 2008, 2009, 2011), Almeida (2010, 2017), Farias (2006) and Hage (2005, 2006, 2011). Such authors demonstrate the importance of discussions about practices developed by teachers who work in Initial Years of Elementary Education in multi-ethnic groups. Besides, they value riverside populations’ cultural diversity in Brazilian Amazon. This research focuses on understanding how Science teaching happens in Early Years of Elementary Education and knowledge integration in riverside school multi-level classes. In order to investigate the research question, we work with comprehensive interviews (KAUFMANN, 2013) and observation (VIANNA, 2003). We stayed in school from July 2016 to April 2017, when we recorded semi-structured interviews and made observations concomitantly. For nine months, we interviewed three teachers from Santa Elisa Municipal School for Elementary and Secondary Education, in Ponta de Pedras (Pará, Brazil), on Marajó Island. Also, we carried out observations in their classrooms, aiming to analyze how teachers integrate knowledge in their Science multi-level classes. Analysis of six practices developed by teachers, titled biojewels, carimbó, matapi, plants and herbs, tales and body, revealed that it was possible to understand the meaning that they attribute to their culture and how they welcome plural knowledge in their classes, in order to enhance riverside students’ identity, since curricular contents arranged in didactic books do not fully comprehend complexity required by multi-level classes. As a result, we infer that the practices developed integrate regional socio-cultural knowledge with school knowledge, making it meaningful in students’ lives, which contributes to value identity and cultural diversity of Marajoara riverside people. Cultivating practices based on riverside populations’ secular socio-cultural knowledge allows us to reaffirm ethical principles of education in favor of a multiple, plural and diverse society. Therefore, we hope that proposed reflections encourage other discussions with focus on riverside education in Brazilian Amazon. It is concluded that Amazon riverside life – if it is updated by educational practices in schools – allows regional socio-cultural diversity affirmation and updating. Cultural pedagogy of tradition may favor riverside students to construct a future horizon, where they are to define the water course as they wish.
Acesso aberto (Open Access)
Práticas colaborativas de professores ribeirinhos: reflexões sobre a construção do conceito de número
(Universidade Federal do Pará, 2019-12-16) SANTOS, Batista Moraes dos; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
This research involves teacher training in face of the concept of number in the first year of elementary school in riverside schools in Belém, taking as a reference collaborative actions involving the researcher teacher and two schoolteachers. The research is characterized as qualitative, of collaborative character and had as general objective to understand cognitive processes in the construction of the concept of number of students of the first year of Elementary School in riverside schools, through collaborative teaching practices, seeking to reflect and intervene in these processes of mathematical teaching and learning. A research professor, two collaborating professors, 20 students from the 1st year of School 'A' from the municipal school system and 24 students from the 1st year of School 'B' from the state school participated in the research, both located on the island of Cotijuba in riverside area of the municipalityof Belém-PA. During the first academic semester of 2018, participant observations, moments of text studies and preparation of mathematical activities were carried out, aiming to improve the pedagogical training of those involved to understand and intervene in the processes of conceptual construction of the number of students. The theoretical and conceptual bases are based on the psychogenetic studies of Jean Piaget and his collaborators. Analyzes and collaborative actions carried out indicate that students, when starting elementary school, present notions of numeralization, since they know what a lot is, what is little, greater, and lesser and perceive the numeral as a representative of quantity. However, few have the relational perception of number, as they still do not achieve equality and the conservation of discontinuous quantities, meanwhile they have advanced in their understanding of number through the activities they participated in the research. As for the collaborative context, it was noticed, throughout the research, that the sharing of experiences and training moments in the working environment generate possibilities for personal and professional development of the teachers and students of these teachers. Collaboration underpins thinking and acting; and acting or reflecting in a spiraling movement that permeates the critical observation of one's own practice in the face of the actions of the other and his own action, intervening directly in the pedagogical practice of teachers and in the learning of students of these teachers.
Acesso aberto (Open Access)
Sistema de medidas e saberes socioculturais de ribeirinhos do Pindobal Miri no Baixo Tocantins
(Universidade Federal do Pará, 2019-11-11) FREITAS, Verena Cissa Barbosa de Castro; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437
His work results from the proposition of studies of the Measurement System for 7th and 8th grade classes of a riverside school of Baixo Tocantins, in the community of Pindobal Miri, river in Cametá / Pa. Aiming to: structure a proposal of activities, relating the concepts of the International Metric System with the traditional measurement knowledge practiced by the Pindobal Miri riverside community. In this sense, we take as reference the daily life and social practices of the community as a basis for the development of methodological-didactic strategies for teaching and learning school mathematics, in permanent dialogue with the values of the traditional culture of this locality. The theoretical reflections are based on the discussions of Alan Bishop, D'Ambrosio and Teresa Vergani who make important contributions in the insertion of the student's culture and daily life in the context of teaching and learning mathematical concepts in school environments. The present study constitutes a qualitative research approach, from the perspective of ethnomathematics, which enables possible articulations between traditional riverine practices and the teaching of the International Metric System present in school mathematics. It is characterized as a case study investigation, as defined by De Bruyne et al, in this sense, the extraction and commercialization of the acai fruit. In this sense, the preliminary results point to the importance of studies in ethnomathematics as an approach that can contribute to the teaching and learning of mathematics, as well as being an important orientation to the citizen education of the students, as it values the culture, the subjects and their identity their ways of thinking and acting, typical of their socio-cultural and historical milieu.