Navegando por Assunto "Saberes da tradição"

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1978: Licenciatura intercultural indígena da UEPA: saberes matemáticos e prática pedagógica
(Universidade Federal do Pará, 2017-05-02) LIMA, Aline da Silva; SOUZA FILHO, Erasmo Borges de; http://lattes.cnpq.br/5387951750537371; https://orcid.org/ 0000-0002-4092-7973
This work brings the study and analysis between the training of indigenous teachers and educational practice effective of these teachers in indigenous schools, considering the intersection of knowledge about traditional indigenous knowledge and emphasizes the need for dialogue between their traditional knowledge in math education practices, contributing to the improvement of indigenous teachers in the process of academic training. Being the research of qualitative nature approved in the case study, having as a starting point the following question: how was accomplished the pedagogical practice of indigenous teachers in training in Intercultural Indigenous Degree UEPA, considering the intersection of school knowledge and indigenous knowledge? In order to make a comparative study between the formation of indigenous teachers and their pedagogical practices in mathematics, considering the intersection of school and indigenous knowledge in school Parkatêjê and Kýikatêjê, of the indigenous land Mother Mary. For research were considered the views of the students and teachers/trainers of the intercultural indigenous university degree course. The interview was the basic procedure of research, whose analysis procedure sought to highlight paths to achieving more productive education to develop their scientific knowledge learned in the academic, confirming the idea that there is only one way to systematize the teaching, but relate to traditional indigenous wisdom with scientific wisdom. With reference to surveys, discussions and the monitoring of indigenous scholars in their trajectories in the institution of higher education, through the Intercultural Indigenous University degree course at Universidade do Estado do Pará-UEPA and supported by such authors as Candau (2006) defends the position that the differences are intrinsic, constitutive to educational practices, Knijinik (2012) addressing the thought etnomatemático interested in examining the practices outside school , Ferreira (2001) where the recent sociocultural determinations indicate a ressignification of education, Luciano (2006) discusses the indigenous question for various aspects of your social organization, D'ambrosio (2011) pedagogical practices related to Ethnomathematics enable to overcome the walls of the classroom and RCNEI/National Curricular Reference for Indigenous School (1998), which discusses the development of a proposal for intercultural education giving a new meaning to curricular content.
Acesso aberto (Open Access)
Do lago do segredo ao segredo da escola: experimentações formativas no ensino de ciências em diálogos com a tradição
(Universidade Federal do Pará, 2021-03-05) ROCHA, Nádia Sueli Araújo da; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
Whereas the sociocultural relevance of the traditional knowledge in the context of the Segredinho community belonging to the Municipality of Capanema in the Pará State of the northeast Pará, it is the object of the present study from the knowledge related to artisanal fishing and the myth originated in Segredo Lake, environment natural, which adds science, culture, and history. The composition of these elements gave rise to the following research question: how are the relationships between traditional knowledge and scientific knowledge configured in Science Teaching at the school of the Segredinho community? Taking into account that the dialogical relations between traditional and scientific knowledge are fundamental for Science Teaching based on the diversity and multidimensionality of knowledge. Thus, this thesis aimed to understand the relationship between scientific knowledge and the traditional knowledge of the Segredinho community in Science Teaching, considering a view to the formation of teachers in the perspective of the dialogue between this knowledge. In order to understand these relationships, this study was supported in qualitative research in the form of action research in which six (06) residents, three (03) teachers from the community school, who worked in the early years of Elementary School were involved in the multi-series modality and two (02) school students. Science Teaching was perceived through the transmission of content, the lack of articulation with the knowledge of tradition, and the memorization of didactic concepts. After analyzing and problematizing the teaching practice carried out at the community school were formative meetings were developed with the teacher 4th/5th year (multi-series) of Elementary Education, considering training such as a construct for the re-signification of practice and the renewal of teaching. These formative meetings weredeveloped from a dialogical perspective considering the complexity of being and knowledge involving. I addition to the teacher, a resident and the students who experienced a pedagogical action based on the development of the entitled didactic sequence, Fish: from myth to food in which it was possible to dialogue the different knowledge in Science Teaching. In order to the construction of relationships between knowledge is essential for teacher and student training based on complexity, respecting the different readings of the phenomena and the variety of ways of life and culture in which the subjects are involved. Which consequently reverberates in a dialogical Science Teaching and built on the knowledge integrality.
Acesso aberto (Open Access)
Um navegar pelos saberes da tradição das ilhas de Abaetetuba (PA) por meio da etnomatemática
(Universidade Federal do Pará, 2015-03-05) FORMIGOSA, Marcos Marques; SILVA, Carlos Aldemir Farias da; http://lattes.cnpq.br/7226908910873590; https://orcid.org/0000-0001-5463-1316; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967; https://orcid.org/ 0000-0001-9515-101X
The present work presents the final result of a qualitative research master's thesis developed in the Abaetetuba city (PA), specifically in the region of the islands of this municipality. The motivation for the research came from the author's immersion in a course of initial training of teachers to work in schools in the field that has been happening at the Federal University of Pará – Campus Abaetetuba and serves students from the communities of field regions and Islands roads of five municipalities of the lower Tocantins, Pará State. The research aimed to investigate how the knowledge of coastal tradition can contribute to an educational math education, without which these knowledge are conditioned to a mathematical concept institutionalized at school. The investigation was developed in three, of seventy-two existing Islands in Abaetetuba where we obtained the information through formal and informal conversations among the riparians, recorded in video, audio and pictures as methodological tools, in addition to the record of observations in field journal. Data were analyzed through the Ethnomathematics Program developed by D'Ambrosio (2001), after understanding what are knowledge of tradition and scientific knowledge, supported by authors such as Almeida (2009; 2010; 2012); Cruz (2007); Farias (2006). As well as the contributions of Santos (2003) in breach of some paradigms of modern science, which enabled the author to use Bicudo (2005; 2010) and D'Ambrosio (1996; 1999; 2001) because they presented sharp discussions on teaching Mathematics in Brazil, in addition to reading the National Mathematics curriculum parameters governing the teaching of Mathematics in Brazil. Galvani (2002), in turn, has contributed to important discussions on the training of teachers. In addition to finding in Morin (2010) the Foundation for the pursuit of education educational Math. The survey results indicate that the sociocultural context of Abaetetuba islands has a lot of knowledge of social, political, religious, and production that may contribute to the process of teaching and learning of mathematics in schools. Some of these knowledge go hand in hand with the school knowledge, establishing possible dialogues, especially those that are noticeable when looking at the visual. But, there are other knowledges that go in parallel, not just by the fact of not being easily identified, but because the school consider unimportant, pointing to a hierarchy of knowledge. Thus, there is a need to clarify that knowledge, as much as the school bordering, different as they are, seek to provide answers to the problems of the daily life of men and women.
Acesso aberto (Open Access)
Um navegar pelos saberes da tradição na Amazônia ribeirinha por meio da Etnomatemática
(Universidad de Nariño, 2017) FORMIGOSA, Marcos Marques; LUCENA, Isabel Cristina Rodrigues de; SILVA, Carlos Aldemir Farias da
This research investigates how the riverine knowledge tradition may contribute to math education, even if this knowledge is conditioned to a mathematical concept institutionalized in schools. The ﬁeld research was based on the assumptions of qualitative research and it was was developed in three of the seventy-two existing islands of Abaetetuba State, Pará/Brazil, where the information was obtained through formal and informal conversations, registered in pictures and audios with the people who do freights and riverine inhabitant who make their living crossing the rivers in these islands; this project is informed by the theoretical contributions of D'Ambrosio (1996; 2001; 2004); Santos (2003); Almeida (2010); Cunha (2007); Farias (2006); Bicudo (2005), Brasil (1998) and Morin (2010). The research shows that the sociocultural context of Abaetetuba Islands has signiﬁcant social, political, and religious knowledge production that may contribute to the teaching and learning of the mathematics process in schools. Some of this knowledge goes hand in hand with scholarly knowledge, establishing possible dialogues, particularly those that are noticeably visible. Nonetheless there are other kinds of parallel knowledge, which are likely to be poorly identiﬁed, and above all, a certain irrelevance received by the school environment.
Acesso aberto (Open Access)
Os saberes da tradição da comunidade Segredinho na percepção das crianças
(Universidade Federal do Pará, 2021-03) CONTENTE, Ariadne da Costa Peres; ROCHA, Nádia Araújo
This article aims to reflect on the traditional knowledge learned through artisanal fishing and the myth that involves the Segredo Lake from the children perception in the Segredinho community, CapanemaPA. This article is a part of the doctoral research in the Segredinho community, Capanema-PA in the northeastern Pará. Qualitative research was used and the data was obtained through a semi-structured interview. This interview was directed at two (02) children living in this community. The results showed that children develop knowledge linked to the composition, size, type of fish, fishing instruments, identification of species, the most suitable points for fishing and other through of socio-environmental practices knowledge daily. The artisanal fishing knowledge is acquired through the transmission and observation of the most experienced in the activity, which passes between generations. Fishing in Segredo Lake besides that an economic activity, unite mythic, symbolic and tradition aspects.