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Teses em Educação em Ciências e Matemáticas (Doutorado) - PPGECM/IEMCI

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/3775

O Doutorado Acadêmico pertence ao Programa de Pós-Graduação em Educação e Ciências e Matemáticas (PPGECM) do Instituto de Educação Matemática e Ciêntífica (IEMCI) da Universidade Federal do Pará (UFPA).

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1955: o saber matemático escolar na subjetivação de trabalhadores
(Universidade Federal do Pará, 2014-09-11) SGROTT-RODRIGUES, Ana Maria; MANCINO, Emanuela; https://orcid.org/ 0000-0002-6736-5931; CHAVES, Sílvia Nogueira; http://lattes.cnpq.br/9353964127402937; https://orcid.org/ 0000-0002-9771-4610
In this research context we conduct ourselves building a "history of today", about ways of subjectivity of workers from different labor areas, in the relationships they establish with the knowledge-power practices and with the truth games in the field of School Mathematics Education, space in which occupies a place of relevance in the socioeducational context, due to the dissemination and value assigned to it. We take on the challenge of talking about the variation of the subjectivity ways produced by statements and enunciations of the mathematical discourse, exploring the sayings of workers that enable to see: Which subjectivities are produced in the relations established by the individuals with school mathematics? How is the production of subjectivities from these relationships? We start from the narratives of workers to broader cultural narratives, searching the threads that weave and sustain the discursive network that enables to say and see the mathematical knowledge in the constitution of the subject. To analyze how the discourses reverberate in the ways of being, seeing and telling in relation to school mathematical knowledge, we will use the theoretical tools designed by Michel Foucault, considering from his teachings that workers are historical subjects, forged in history, as well as in the cultural context that runs through them, once subjectivity is not innate, but fabricated and imposed by the discourses that produce us historical and culturally. With this understanding and the intricacies of the provocation arising from Foucault, we brought to our thinking in relation to how the workers place themselves in the struggle between their labor mathematical knowledge and erudite knowledge of mathematical science, the mechanisms they use and the effects of this fight, or the acceptance of the erudite in what they do. We emphasize that the mesh of discursive and non-discursive practices produces mathematics as knowledge that qualifies a person, a people, a nation, producing at the same time the "good"student, the successful worker, and also the disabled, the unsuccessful worker. However, if there are subjections, there is also resistance, refusal, insurrections. From them are born other ways of being, other knowledges, other mathematics that make new truths appear, new skills that dispute and pluralize spaces of power in the broad discursive symphony. This encourages us to say that if life is a friend of art, it is possible with art to invent, incessantly, mathematical knowledge which mean the opening of this big prison closures that are the boundaries.
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1963: educação, ciência e redenção econômica em uma capital na periferia da modernidade: a Escola de Chimica Industrial na Belém dos anos 1920
(Universidade Federal do Pará, 2016-03-23) MACHADO, Jorge Ricardo Coutinho; ALVES, José Jerônimo de Alencar; http://lattes.cnpq.br/9586790409626243
In the 1920s, in Belem (a town in Pará-Amazon-Brazil), merchants and scientists to join through negotiations and interest agreements, to the creation of an analytical laboratory with the aim of researching of amazonian natural products capable of being used in the industry and thereby inaugurate a new cycle of economic prosperity after the end of the so-called "latex cycle" (the amazonian belle époque). The laboratory of analysis, almost simultaneously became a laboratory-school for training chemists, according to a training model previously initiated in Europe and that has shaped from then on, all training systems of professionals of chemistry. This laboratory-school (which existed from 1922 to 1930) graduated nine industrial chemists and published a scientific bulletin with the results of research conducted at the institution. This narrative unfolds in the chapters of this study, which are developed more detailed reports about the actors (human and non-human agents) involved in a network, in this history: the Amazon region with its natural products and the city of Belém of Pará capital on the outskirts of modernity; chemistry, a modern science expanding in the world; diplomats, politicians, merchants, chemistry students and scientiststeachers. The analyzes conducted had supported mainly in the Sociology of Translation, theoretical tool that allows to map inseparably the assembled elements in this network, whose tessitura also contribute those derived by nature and those of society, without asymmetries. The conclusions allows verify the fertility of the approach (Social Studies about Science and Technology) in the construction of narratives about objects which, although already studied by traditional historiography, were being treated asymmetrically, without giving voice with equal eloquence to scientists, amazonian natural products, politicians and traders, resulting often in hagiographies or narratives drived by positive arrow of progress and advancing of the "wrong past" to "correct future." It is expected that stories like this, written with support in the Sociology of Translation, can shed new light on the history of the expansion of the natural sciences in the Amazon, by presenting not a story of winners (or occupation of an " epistemological emptiness"), but that one where we can see the science in action, with all negotiations, hesitations, beliefs, setbacks and recalcitrances, typically presents in a open life field, where reason and passion; knowledge and power intertwine inseparably.
Acesso aberto (Open Access)
Alfabetização matemática: uma concepção múltipla e plural
(Universidade Federal do Pará, 2016-06-03) MARQUES, Valéria Risuenho; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967
This thesis presents elaborate reflections and arguments from the investigative path of literacies that are beyond the school walls. The qualitative research, developed with ethnographic emphasis, aims to analyze the elements present in the learning of children from early years, beyond the walls of the classroom, to an understanding of literacy (mathematics) as multiple and plural. The research collaborators are children of two classes, a basic cycle I 2˚ year with 18 children and another of the Basic Cycle I 2˚ and 3˚ years with 13 students from schools located in riverine areas of Belém-PA. Analyses are interpretative. Pictorial or oral manifestations later systematized in episodes were assessed in the light of the outstanding theoretical framework. The collected material were made selections about what was referring to literacy (the school or outside), the learning context for culture and relations with mathematics (experienced in school or not). The agenda is theoretical foundation in Edgar Morin (open rationality), Mia Couto, D'Ambrosio, Conceição Almeida (learning the culture and Teresa Vergani. The results are based on evidence that allow me to defend the thesis that mathematics literacy it is multiple and plural and is in dialogue and complementarity between school knowledge and knowledge developed in informal learning environments where children engage in experiences and experiences that allow learning by doing, observing, interacting, listening.
Acesso aberto (Open Access)
Alterações e recombinações praxeológicas reveladas por professores de matemática do ensino básico em formação continuada: a partir de um modelo epistemológico alternativo para o ensino da álgebra escolar
(Universidade Federal do Pará, 2017-04-05) PEREIRA, José Carlos de Souza; Nunes, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
This research aims to develop a course of study and research with teachers of basic mathematics, aiming to promote possible changes and praxeological recombinations in the praxeological equipment objectified of these teachers submitted to the study of an alternative epistemological model for school algebra. The Anthropological Theory of Didactics (ATD) is the main theoretical model that bases the structural basis of the research. The theoretical elements of the ATD guarantee a consistent methodological path and, mainly, the methodological praxeology of the Parcours d'Ètude et de Recherche (PER), presented by Chevallard. The continuous training process was carried out, initially, with twelve teachers of basic mathematics and finished with seven teachers. The PER methodology guided this training process, consisting of eleven sessions. These sessions were filmed and recorded in audios and parts of those recordings were transcribed in the textual form. The analysis of the material obtained in these sessions reveals the ostensible didactic memories and the objectification of the praxeological equipment of the math teachers who participated fully in the process of continuous formation. The consistency of the objectification of the praxeological equipment of the teachers who elaborated and presented their proposals of classes to teach polynomials in the eighth year of elementary school revealed the possible praxeological alterations and recombination that the study of the Alternative Epistemological Model promoted in praxeological equipment and practices Teachers of these math teachers. The formulation of the answer to the guiding question of the thesis, followed the praxeology that we propose in a minimal model for the formulation of answers, in the context of the research praxeology of the ATD.The results of the research show that our two hypotheses were confirmed by the analysis that we made of the transcripts of the statements of the six teachers who presented their class proposals, as well as the written preparation of these same proposals.The confirmation of both hypotheses guarantees the proof of the thesis. In the conclusions and perspectives are the outcomes of all process of the methodological praxeology employed in this research.
Acesso aberto (Open Access)
Análise da fala-em-interação professor-alunos na Aula de Matemática: um enfoque na Psicologia Discursiva
(Universidade Federal do Pará, 2021-05-06) MACÊDO, Laécio Nobre de; SOUZA, Elizabeth Gomes
Investigating the phenomenon of talk-in-interaction is a practice that has been expanding in research in the social sciences, linguistics, communication, psychology and education. In this scenario, Discursive Psychology (DP) emerges as a theoreticalmethodological perspective in the conception of the discursive phenomenon capable of contributing to the development of research in Mathematics Education. Interpretative repertoires and the Discursive Action Model (DAM) are concepts proposed by DP theorists that can connect different particularities that are present in the speeches of the participants in a systematic way, emphasizing the activities carried out by such particularities in the subjects' social practices. This research arose from the need to investigate the speeches-in-interaction that occur in the mathematics classroom taught by teachers without qualification to teach this discipline at school. The study aims to analyze the talk-in-interaction between teacher-students related to the interpretative repertoires and linguistic processes of action, fact and interest and responsibility that occur in the mathematics classroom. This is a study with 30 students from the 6th grade of middle school in a public school in the city of Imperatriz - MA and a pre-service teacher in the Natural Sciences Degree course at the Federal University of Maranhão (UFMA). The production of data was carried out in three stages: audiovisual recordings of mathematics classes, transcription of dialogues, coding and analysis of the talk-ininteraction. The results indicated the occurrence of didactic, pedagogical and arithmetic interpretative repertoires in the speeches of the teacher and students. Throughout the mathematics class, the teacher used the following discursive resources: attribution of advantage, technique of questions, inoculation of interests and role-play. Such resources represent an advance for the field of DP and Mathematics Education because they help to understand how teaching and learning situations related to arithmetic concepts are developed through the analysis of talk-in-interaction in the classroom.
Acesso aberto (Open Access)
Aprender embriológico e ensino de ciencias: composições de um bestiário dos seres impossíveis.
(Universidade Federal do Pará, 2024-01-19) COSTA, Dhemersson Warly Santos; BRITO, Maria dos Remédios de
Nothing is permanent. Everything is embryological, life is a state of birth. If learning science deals with issues that permeate life, how can we not talk about the embryological flows in which learning itself is inserted? It is in this sense that the thesis argues that learning science goes through a state of embryology, in germinal conditions, in an act of creation, proposing a radicality in the processes of teaching and learning science, making something else flow, deeper than the dermis, o learn embryological sciences. Inspired by the vicissitudes that go through the embryo and the thought of the philosophy of difference by Gilles Deleuze and Félix Guattari, we propose that embryological science learning has three characteristics: i) science as machination; ii) the development of processes and iii) the encounter with signs. To compose this conceptual landscape, we used, in addition to literature, the poetic process “The bestiary of impossible beings” and its consequences in science classes at a municipal school in Altamira/PA. In these lines of writing, learning connects with embryology, in a gesture of praise for the embryo, a way of embracing the vitalities of its ways of existing that can bring a breath of life to Science Teaching.
Acesso aberto (Open Access)
Aprendi no insta! : os studygrams e a educação online de biologia
(Universidade Federal do Pará, 2022-08-30) COELHO, Yuri Cavaleiro de Macêdo; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
Studygrams are profiles on the social network Instagram that share different types of digital content with an educational, informative and instructional bias, such as study routines and materials. The growth of this type of profile highlights the need for contemporary society to learn, teach and obtain information in ways different from traditional ones. Faced with this new movement in the use of social networks on the internet in education, this study aimed to understand the difficulties and possibilities of using Studygrams in the context of teaching Biology learning and training for citizenship, in online education initiatives in higher education. . The research is characterized as qualitative, within the approaches of netnographic research and research-education in cyberculture. The information was recorded in a hypertextual field notebook and submitted to Discursive Textual Analysis. In the netnographic research, we explored ten Studygrams with high engagement that published content related to Biology. The context of research-training in cyberculture was based on an Interactive Didactic Design (IDD) for the creation and management of 17 Studygrams, implemented in a private Higher Education Institution in Belém, capital of the state of Pará, with 154 students from the area of health – Nutrition, Physiotherapy and Pharmacy – who were studying Histology and Embryology. The results reveal that Studygrams represent a new culture of learning and teaching, which can be used in online Biology education as a source of information and a space for carrying out activities. The IDD activities allowed students to approach histological knowledge in an informative, explanatory, critical, interdisciplinary and contextualized way; to elaborate and share (co)authorships and academic experiences; and horizontalize the relationship with the teacher. On the other hand, students reported difficulties in selecting, organizing and presenting in a succinct, logical and creative way the large amount of information available on the internet on the topics covered. Although they emphasize that real-time monitoring of the dynamics and actions of the teams and their Studygrams demands time, planning, organization and increases the workload outside the classroom, the professors-researchers point out that working in online Biology education potentiated co-participation in (co)authorship shared virtually; the exercise of creative capacity of pedagogical intentions for hypertextual, interactive and plural environments; the appropriation of the continuous training path; and the resignification of teaching and training experiences. The experiences with the IDD raised elements with the potential to guide processes of evaluation of the learning of biological contents and the development of values and attitudes towards citizenship, as well as to support the construction of evaluation instruments capable of bringing data on the real impact of the IDD and providing opportunities reflections on students' understanding and performance; the obstacles that prevent them from achieving better performances and developments; and the different skills that can be promoted in online Biology education in higher education.
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)
A aprendizagem inventiva no ensino de ciências: composições, traçados nômades e outros encontros
(Universidade Federal do Pará, 2017-08-24) RAMOS, Maria Neide Carneiro; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
The teaching of science, when influenced by modern scientism, leads to its educational and scholastic practices a dogmatic modeling, taken by a regal science / state science. The idea is to problematize a learning that happens in a heterogeneous field, marked by multiplicities, that put students and teachers in a science class in experiential encounters with what is problematic in science teaching. Faced with this, one asks: what meetings can one be prone to in a science class? As a student and teacher move a science class by the contingency of events and signs in science teaching? What leads teaching and learning to a challenging field that triggers inventive ways in science classes? How do these events, meetings, and signs mark cracks in standardization, methods, norms, theories that tend to tell you how to teach and how to learn in science teaching? The research aims to: Map the lines on which science teaching moves in science class by means of heterogeneous variations and compositions; Mapping the affections, the games of forces, the fissures, the cuts, the openings, that go through science classes and place learning as an inventive process; To problematize under what circumstances an experimentation with a problematic field can produce elements for an inventive learning in sciences. The study is mobilized by the bibliographic reference of the Philosophy of Difference of Gilles Deleuze and Félix Guattari, as well as connection and agency with commentators, authors of the area of science teaching and education. In the ways of the concept of Event he ventures into an inventive-experimental game of a research-thesis, taking some philosophical reflections as interpretive tools to compose a kind of scenario, taking off philosophical concepts from the authors mentioned above, to think about education in sciences. The research also presents an empirical work, carried out in the Science Club, in the Institute of Scientific Education and Mathematics of the Federal University of Pará, presented in the form of thematic cuts. Faced with theoretical and empirical work, it can be said that learning in science education is traversed by aberrant forms that foster a strange variation in teaching and learning, which, not being model, runs through a problematic field produced by the signs in which the student it is prone, signs of a triggering learning of sensations, producer of affects in science teaching - Here called inventive learning, upon which the body, thought finds its own lines when mobilized by encounters, arranges its own (of) compositions of learn, although they are not always harmonious or at least in accordance with the way knowledge is instituted.
Acesso aberto (Open Access)
Aprendizagens compartilhadas de formadores de professores: o caso da licenciatura integrada em educação em ciências, matemática e linguagens
(Universidade Federal do Pará, 2014-05-22) MACHADO JÚNIOR, Arthur Gonçalves; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/ 0000-0002-2704-5853
This work reports inquiry on practice of initial formation of teachers of the initial years of the Basic Teaching, developed by a community of teachers and formers of the Faculty of Mathematical Education and Scientific of the Institute of Mathematical and Scientific Education of the Federal University of the Pará. It is, therefore, an investigative journey of qualitative nature, in the modality of case studies, whose purpose is to identify, describe and understand how a community of trainers of teachers, in itself the seed stage, learn to develop professionally in their task of implementing a new course of teacher training Science, Mathematics and Languages for the initial years of elementary school, considering, in particular, the concept of community practice Lave and Wenger (1991), the perspective of social of learning Wenger (2001) and, professional development indicators presented by Imbérnon (2010). Defends the thesis that the mobilisation of knowledge and practices (re)constructed in interactions in the community produces professional knowledge of pedagogical practices and, in that process, participants will develop professionally in their tasks of training teachers for the early years of the elementary school. Over the twenty-six months we were in field, the practice of community, in focus, was accompanied through of registry audio and/or video and transcriptions of the narratives of the formers during the planning meetings, of study and evaluation of the training process, of interviews with trainers, through materials produced by the community and personal field notes, elaborated during the time we've been through "watching" the actions of the community. The captured material was treated and organized two axles, written in narrative episodes, which were mainly analyzed, not exclusively, from a rapprochement between the social theory of learning in communities of practice and the teachers learning communities and depth from the reflections on professional development. The narrative analysis of these materials reveal a practice produced in constant process of the negotiation of the concrete situations of work of the community.
Acesso aberto (Open Access)
Aproximações e distanciamentos entre as obras réflexions sur la métaphysique du calcul infinitésimal e théorie des fonctions analytiques a partir da análise de conteúdo
(Universidade Federal do Pará, 2022-03-31) LIRA, Alailson Silva de; QUARESMA, João Cláudio Brandemberg; http://lattes.cnpq.br/3873561463033176; https://orcid.org/0000-0001-8848-3550
In the 18th century period, several mathematicians contributed to the development of Infinitesimal Calculus (IC). Among the exponents of this context, Joseph-Louis Lagrange (1736 – 1813) and Lazare Nicolas Marguerite Carnot (1753 – 1823) stood out. Thus, as a research question, the present work raised the following problem: what points of closeness and distance do the works Réflexions sur la Métaphysique du Calcul Infinitésimal (RMCI), of 1813, by Lazare Carnot, and Théorie des Fonctions Analytiques (TFA), of 1813, by Lagrange, present, concerning the concepts of the Infinitesimal Calculus? To answer it, we used the methodological contributions of content analysis as well as the steps established in Bardin (2016), adapted for this research. Therefore, this thesis aimed to compare, based on content analysis, the approximations and detachments between the works RMCI and TFA. With this, we realized, as approximations, that both perform descriptions about their concepts and definitions and involve the same problems with the infinitesimals about the infinitely large and infinitely small quantities. As detachments, we observe that the central elements in Lagrange's work are functions and series and only the algebraic method is under discussion, while in Carnot's work infinitely small quantities and the theory of error compensation are present, and it conceives the use of infinitesimals without disregarding the other methods.
Acesso aberto (Open Access)
A avaliação das aprendizagens em matemática: uma metanálise a partir de teses brasileiras
(Universidade Federal do Pará, 2018-05-03) ANGELIM, José Aurimar dos Santos; BORRALHO, António Manuel Águas; http://lattes.cnpq.br/3404547486428285; https://orcid.org/0000-0001-6278-2958; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/0000-0002-2704-5853
The evaluation of learning in mathematics has been a focus in dialogues and consequent research concerned with the promotion of knowledge. For many years the evaluation was taken as a mere verifier of knowledge, from the perspective that the teacher understood necessary and sufficient that was learned. The student was a mere depository of knowledge and also subject to verification. The formative processes evolved and in contradiction to the controls imposed by world financing of the education of emergent countries, one saw, for example, the diverse models of Large-Scale and external evaluation of them, understanding that in this way it would be possible to understand how the students were presenting their performance. This made the anxieties mobilize us to understand how the Academy presented the Evaluation in its researches, because I understand that this delimitation can bring a profile of the Evaluation in the country from the University as a producer of knowledge. Therefore, immersion in the readings on the subject and in the dialogues made me problematize the situations that troubled me to answer the question: how is the evaluation of learning in mathematics in Brazilian doctoral research? Therefore, I proposed to investigate the presentation of the evaluation of learning in mathematics, based on the theories, epistemologies, principles and precepts presented in Brazilian theses between 2011 and 2015, emphasizing the proposed assessment knowledge. The methodology adopted for this process was the meta-analysis, since it is understood that analytical analysis is a relevant action for future research in the field and for the use of the mathematics teacher educator, highlighting, in a process that, together with the systematic review, may respond to guiding question. After diving in the Platform Sucupira, through the thesis bank, I made a tiresome search of the theses that adopted the terms evaluation and mathematics, so that the 17 theses outlined in the various doctoral programs that had a direct relationship with Mathematics Education could be reached. With the research corpus delimited, I set out to analyze the analyzes, where I infer, through the hermeneutic interpretation, what were presented in the three axes of analysis constituted, defined as Propositional Elements, Methodological Elements and Conclusive Elements. With the research, I could recognize that among the seventeen theses studied, eight of them do not deal with the Evaluation as a central theme, and the remaining nine that deal with the theme in their research focus, are placed under several reverberations of Evaluation in the educational context: evaluation as a research practice, external evaluation as a tool for studies around mathematical knowledge and the Evaluation of learning in higher education. Among what I can define as a conclusion, I affirm the importance of establishing spaces for evaluative dialogues in educational institutions, in formal and non-formal environments. Still on the theses, I consider that there are some obstacles that I call obstacles, which prevent certain conceptions about evaluation: the absence of dialogues on evaluation; the separation of didactic-pedagogical and specific training; the requirement to comply with a curriculum imposed and imposed; the emphasis on the results of external evaluations; shortage of academic meetings that disrupt educational programs; a mechanical reproduction of assessment as part of the teaching-learning process. Therefore, I understand this thesis as a driver of new research that studies the evaluation, its perceptions, practices and contexts of concepts and educational operationalization.
Acesso aberto (Open Access)
Avaliação das aprendizagens: uma possível articulação entre avaliação somativa e formativa em matemática
(Universidade Federal do Pará, 2022-11-16) BRAYNER, Conceição de Nazaré de Morais; BORRALHO, António Manuel Águas; http://lattes.cnpq.br/3404547486428285; https://orcid.org/0000-0001-6278-2958
This research emerged from the need to study pedagogical evaluation and also on how teachers use external evaluation to improve mathematics teaching in the early years. The investigation was developed with a qualitative approach of an interpretative nature, in the form of a collective instrumental case study. The general objective of the research is to analyze how teachers use external evaluation to improve their teaching practices in mathematics in the early years and the thesis presented is that the practice of evaluation in an articulated perspective can consolidate the relevance of pedagogical evaluation for the improvement of student learning and education management. Dimensions such as summative assessment, formative assessment, mathematics teaching and external assessment are analyzed, as well as an articulated perspective of assessment in the classroom. The empirical data were the object of a content analysis guided by a reference matrix, elaborated with the theme of evaluation, present in the dialogues with the researched teachers and in the theoretical framework adopted on internal and external evaluation. We considered in the research that external evaluation has subsidies that can be considered in the pedagogical evaluation process and that it should be at the service of improving students' learning. The data showed that teachers seek to know the results of external evaluation and are concerned with students' performance in mathematics and also, in a non-formal way, pedagogically analyze external data and make connections with the organization of teaching, learning and internal evaluation of the school. They commonly understand evaluation as a diagnostic function and recognize the need for theoretical deepening in Mathematics. They share with the school team the planning of teaching and assessment practices to improve student performance in external exams and point to the perspective of developing assessment practices that are at the service of improving student learnin.
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 em matemática nos anos iniciais do ensino fundamental: práticas aceitas e movimentadas no cotidiano escolar
(Universidade Federal do Pará, 2018-07-06) BRITO, Maria Augusta Raposo de Barros; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967; https://orcid.org/ 0000-0001-9515-101X
School evaluation is a complex process involving and considering the viewpoints of learning throughout students lifetime. This premise motivated the investigation performed to answer the question: “How is teacher rationality organized on the theoretical field of mathematical assessment in the early school years in order to promote learning?”. The research question gave rise to the general objective of the thesis, which consists in investigating, under the classroom context, imperative acts made clear during the evaluative practice in the scope of early years as a means of characterizing the teaching rationality concerning school evaluation in mathematics. This objective was divided into three other specific ones: to identify acts of understanding that constitute the teachers’ knowledge of the early years regarding evaluation in order to identify epistemological obstacles; to list dynamic evaluative procedures in terms of their purpose and the instruments used in the context of mathematics teaching in the early years; to classify evaluative tasks designed by the teachers of the early years in the teaching of mathematics. Three public school teachers from the early years of elementary school participated in this study, two in Belém/Pará and one in Évora/Portugal. For the study, a qualitative characteristic methodology was used, focusing particularly on the case study in light of the descriptive-interpretative character under which the data collection, consisting on non-participant observation and interviews, was based. Through the definition of objects and their corresponding dimensions, a Research Matrix or Guide was conducted, providing a look at didactic elements that constitute the pedagogical evaluative practice. Throughout the research process, it was necessary to develop a theoretical corpus to comprehend the phenomenon investigated in a broader way, anchored in the ideas of Hoffmann (1991), Perrenoud (1999), Buriasco (2002), Fernandes (2005, 2006, 2008), Afonso (2009) and Lukesi (2010) in the tangent to the school evaluation, as well as in Bachelard (1996) considering the possibility of identifying the epistemological obstacles present in the evaluation teaching practice. With the narratives in hand, it was possible to triangulate the data to answer the research question. From the results, I affirm that the evaluative practices accepted and implemented in the school context are cultural productions, that is, they are evaluative traditions that rest on a knowledge based on the teacher's own empiricism, from which the "scientific [spirit] starts with the class", classes that sometimes indicate beliefs that the repetitive demonstration (of teaching objects) is capable of teaching, and therefore, one cannot deny that this assumption can be reverberated in evaluative practices.
Acesso aberto (Open Access)
Bioidentidades e biossociabilidades: biopoder, regularidade discursiva e subjetivações no ensino de biologia
(Universidade Federal do Pará, 2022-12-01) MACÊDO, Luciel Antônio da Silva; Vieira, Eduardo Paiva de Pontes; http://lattes.cnpq.br/2902323640527915; https://orcid.org/0000-0003-1641-7014
In general terms, this research sought to analyze the discursive formations, the statements referring to molecular biotechnologies, as a knowledge-power, admitting as a hypothesis the premise that these knowledges, legitimized by science, operate as biopolitical devices capable of subjectifying the subject and contribute to the constitution of bioidentities and biosociabilities. In the methodological aspect, I used Michel Foucault's writings as a guide, particularly those related to archeology and genealogy, and others who sought inspiration from him, such as the sociologist Nikolas Rose, the anthropologist Paul Rabinow and the philosophers Francisco Ortega and Peter Pál Perbart. Through the archaeological conception, I made use of concepts such as statements, discourses, discursive practices and within this field, I sought to identify and analyze the discursive regularity of statements related to molecular biotechnology, as well as the epistemic conditions that enabled the production of this knowledge. In Focault's genealogy, the discourse assumes a political character, as it is expressed as an instrument of power and in this field, circumscribed concepts such as knowledge-power, security device, biopower and modes of governability were presented throughout the thesis supporting my analysis. From a theoretical point of view, the research considers that the device of sex, admitted by Foucault, is being replaced by the device of the gene, a form of biopower that in contemporary times acts in the production of subjectivities. Having in the high school Biology books, period corresponding to the last PNLD (2018 to 2020), the enunciative materiality of the speeches, what I could observe from the analyzed statements was a direct relationship between the biotechnological speeches, as a knowledge-power, and the effects that these discourses carry in terms of the construction of bioidentities and biosociabilities. These constructions thus represent an identity production in which the subject, subjectivized by this knowledge-power, identifies himself from a biological construct and, as such, proposes a constant monitoring, under the logic of expert knowledge, of self-care and the search for the utopia of perfect health.
Acesso aberto (Open Access)
A biologia e a invenção de um corpo normal
(Universidade Federal do Pará, 2019-12-13) TAVARES, Geórgia de Souza; CHAVES, Sílvia Nogueira; http://lattes.cnpq.br/9353964127402937; https://orcid.org/0000-0002-9771-4610
Life! It speaks both of an inherent quality of the living as much as what the living do. Without noticing, the two perspectives are mixed, and more, they are linked to each other. Is it what make us alive that says how we should behave? Is it the anatomy-physiology that determines what is the correct behavior to live life? The Greek terms bíos (forms of life) and zoé (common life of animals, men and gods) appear to cut off the certainty that biology studies life, seen from this perspective as a cohesive unit. The thesis defended here is that the tripod form - function - reproduction is the basis of a biology of the norm/moral, sustaining the construction of a standard way of life. Using the analytical tools of Michel Foucault, the human body and the interlacing spaces of life, living and experience are placed as protagonists. As a criterion for choosing the materials which compose the thesis, emerged the ones which make us see how the norm biology is part of our lives, guiding our actions and validating what is said and what we say to be right actions. The focus was placed on the saying about a moral for human behavior, which uses biology as a validation argument. Therefore, the diversity of elements became documents. The material used went through formal education (textbooks; academics); the media (television news, magazines); leisure spaces (movies, literature); laws and decrees. From this point we built arguments to answer the questions: What is this life that Biology says to study? How does this tripod (form - function - reproduction) sustain bíos life (qualified life) as it is presented today? What living are we making with this perspective? Understanding that life express much more about political aspects than purely anatomical-physiological, we come to the construction of two new terms, to support diversification: zoélogia and bíoslogia, spot of living bodies which escape, do not plant the whole medium curves. And the plural ways of life run through the zoélogia. Whether on its surface we see a common, natural, animal-life, in its base the contingency guarantees the possibilities that are so cherished to the living.
Acesso aberto (Open Access)
Caminhando entre saberes docentes na ilha de fora: a tradição, o científico e a experiência
(Universidade Federal do Pará, 2021-05-21) MELO, Veruschka Silva Santos; CONTENTE, Ariadne da Costa Peres; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
This is a research-training, of a qualitative nature, in which I work on continuing education in a socio-biodiverse context, in the locality called Ilha de Fora, located in the municipality of Curuçá. My goal was to build, based on non-formal teaching spaces, a dialogue between the scientific knowledge of tradition and experience. So, who accompanies me in this research are three teachers from the initial years of Basic Education who were born and work in the place where the research took place. I highlight these two criteria for the interlocutor’s selection: origin and performance in their respective communities because they understand that these two points are fundamental for these teachers to know their community, in its various aspects (social, economic, cultural, educational, among others) and act as teachers in their communities, because they, in my view, will have more facility to connect the knowledge that I seek in this research. In order to carry out this research I appropriated the (self)biographical narrative and developed a training design through research-training by using field texts such as: semi-structured interview (audio-recorded); audio recordings of teachers’ narratives during science classes in non-formal (individual and collective) spaces, field diary (researcher and teachers’), in addition to my interventions, which I call continued Education among knowledge: tradition, science and experience. In possession of the transcripts of the audios and the interview, I construct my three axes of analysis called, i) “Walking with... Being reflective to become aware of the Science teaching I do in Ilha de Fora”. ii) “Walking through... Science teaching practices in non-formal spaces, spotting new practices, connecting new knowledge” and iii) “Walking towards... A formation in the non-formal space in which there is symbiosis between scientific knowledge, tradition and experience”. Through this weaving I glimpse formative points that enable science classes in unique non-formal teaching spaces. They are: “training for complementarity: science classes in non-formal spaces in symbiosis” and “Interdisciplinary collaborative learning”. I also bring, at the end of this text, a product built from this thesis, this product comes with the aim of offering teachers and future teachers a guide for their pedagogical practices in non-formal teaching spaces in which the knowledge of tradition, scientific and experience complement each other.
Acesso aberto (Open Access)
Capital global das escolas e desigualdade de desempenho em matemática em avaliações de larga escala no Brasil
(Universidade Federal do Pará, 2020-04-28) PALHETA, Franciney Carvalho; LUCENA, Isabel Cristina Rodrigues de; http://lattes.cnpq.br/3255121871351967; https://orcid.org/ 0000-0001-9515-101X
This research presents a study on the inequality of performance in Mathematics, of students of the 5th year of Elementary School, in large-scale educational evaluation, in this case, Prova Brasil. The objective is to show the relation of the inequality of performance in Mathematics of the students of 5th grade of elementary school, in Prova Brasil, with the distribution of economic, cultural and social capital by schools. It is a quanti-qualitative research, with a sample of 2,592 schools, which used data from SAEB and the SCHOOL CENSUS, both from 2015. It is theoretically based on the concepts of Bourdieu's Theory, namely: economic capital, cultural capital, social capital, fields and habitus, to build context indicators, based on Item Response Theory. Thus, nine components related to these capitals were arrived at, for the schools in the sample, categorized on a four-level scale (LOW, MEDIUM, INTERMEDIATE and SUPERIOR). In order to analyze the relationship between capital and inequality of performance in Mathematics, a Panel of Capital Indicators was created, used to obtain the distribution of capital among schools. There was also a crossing of the Indicators Panel with five ranges of performance inequality in Mathematics. The research showed that although there are educational networks that manage to reach or exceed IDEB goals, these networks still present great inequality of performance in Mathematics. The transfer of cultural capital by schools is more significant through the capital associated with teachers (cultural and social). As greater capital decapitalization occurs in schools, the greater is the inequality of performance of students in Mathematics, that is, there is an inverse relationship between global capital available in schools and inequality of performance in Mathematics.
Acesso aberto (Open Access)
Uma cartografia das sexualidades: entre linhas e mapas dos afetos na escola
(Universidade Federal do Pará, 2016-11-16) SANTOS, Helane Súzia Silva dos; BRITO, Maria dos Remédios de Brito; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
Sexuality is a classic theme, on the theme there are several studies with different theoretical perspectives. In this thesis, which is found between nonuniversalizing lines, it is present. It is argued that sexuality is thought of as a desiring machine, drawn by flexible, molecular and escape lines, which fissure the segments consolidated by the school machine, configuring leaks, resistance processes, as well as an aesthetic and a politics of existence, That in-between spaces of the school empower other ways of feeling and becoming. It is understood that desire is not lack, but production, creation, invention; Being crossed by social fields and processes of individuation. For the study, it is questioned, how do the bodies experience the sexualities in the inter-school space? The main objective of the study is to experiment with a mapping of sexualities in and between school spaces that enhance other modes of existences beyond identity forms. The study was inspired by the Philosophy of Difference of Deleuze and Guattari, taking them as creative intercessors of readings and thought. The philosophy of these authors is a trigger for ideas. Pragmatically this thesis part of encounters with persons, literature, images, narratives and with the scholar every day in it`s different movements (classrooms, recreation areas, scholar walls surroundings) on basic education institutions at Belem do Para, crossed by the sexuality theme. From those encounters/strengths, are made the sexuality cartography that cross and are crossed by affections. The cartography, being here understood as a procedure, or even, as a composition plan, that`s made by the openings, by intensity zones .Isn`t searched a script as priority that offers a straight path for the test; the cartography gets in a field of virtuosities, because the existing ways configure intensities and movements that are built by assemblages. It`s behaviors are on encounters/affections and it strengths. Those impose quality potency on movements, that are from heights (affections/encounters) and lengths (speed movements, slowness and rest). Open sexuality maps configure the imagegraphys and narrographys that fissure the scholar space putting sexualities as desiring bodies‟ movements. The text invites the readers to enter by the openings and make their own (de)compositions, making others possible vitalities in relation with the sexualities on the scholar under-space.