Teses em Educação em Ciências e Matemática (Doutorado) - PPGECEM/IEMCI/REAMEC
URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/8972
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Item Acesso aberto (Open Access) Saberes não matemáticos articulados às práticas sociais com modelagem matemática no ensino básico: o caso da educação fiscal na formação de professores(Universidade Federal do Pará, 2023-07-06) ESPIRITO SANTO, Claudia Fernandes Andrade do; PEREIRA, José Carlos de Souza; http://lattes.cnpq.br/8936346019682861; https://orcid.org/0000-0003-4797-0023; AG ALMOULOUD, Saddo; http://lattes.cnpq.br/9168215683139657; https://orcid.org/0000-0002-8391-7054The present study aims to investigate the existing institutional conditions and restrictions that impact on the immediate need to understand the functions of the role of non-mathematical knowledge present in mathematical models related to situations concerning Fiscal Education, using as an example the Income Tax for Initial and Continuing Teachers. Our main theoretical framework is based on the Anthropological Theory of Didactics (TAD), with the aim of answering the following question: “what institutional conditions and restrictions exist and how do they impact the understanding of non-mathematical knowledge present in mathematical models, in situations involving tributes and taxes, with the Individual Income Tax (IRPF) as an instigating element for the initial and continued training of teachers?”. From this perspective, the investigation focuses on the reason for the foundation of the IRPF and Tax Education, considering the bibliographic reference, contributing to the focus on teacher training with their skills and competences in the use of mathematical modeling, resulting in the production of the Model Epistemological Reference (MER). To answer the study question, we developed a Study and Research Path for Teacher Education (PEP-FP), through the unfolding of seven study and research sessions with students (students in initial and continuing education) of the Integrated Degree course in Education in Science, Mathematics and Languages, from the Federal University of Pará (FEMCI/IEMCI/UFPA) and other institutions in the country. It is understood that research from the perspective of TAD shows its relevance to study and analyze teaching problems, which often come from the Current Epistemological Models (MEV). A qualitative investigation was carried out, with a methodological approach of the bibliographic documental study, analyzing the new curricular bases, the curricular parameters, laws and norms, dissertations and theses, based on the praxeological model of TAD, in the sense given by Castela and Romo Vázquez, which deals with the participation of other knowledge, including practical ones, in mathematical models about practices that, in our case, involve tax law, accounting and Mathematics, constituting an essential tool to provide an answer to the questioning posed about mathematical modeling , from the praxeological model that was presented. We also used the dialectic of questions and answers that arose in a natural way, and the dialectic of media and means, for the analysis. We verified, in the research results, that the PEP-FP favored the initial and continued formation of the teachers, since the participants managed to elaborate didactic proposals related to the object of research, the Fiscal Education. Considering the procedures used in the research, we observed the production of favorable conditions in the use of the Epistemological Reference Model during studies. Analyzing the Current Epistemological Model, we highlight the restrictions that cannot be omitted and studied for the construction of our Alternative Epistemological Model.Item Acesso aberto (Open Access) Motivação e imaginação no contexto da prática pedagógica e na aprendizagem em química(Universidade Federal do Pará, 2023-06-02) SANTOS, Priscilany Cavalcante dos; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700XThe objective of this research is to understand how comprehensive and/or creative chemistry learning is subjectively configured, in the context of investigative practices. The construction of the research theoretical model was based on the principles of Qualitative Epistemology, proposed by González Rey (2005). Such principles relate to knowledge production processes, highlighting the constructive-interpretive character, the interactive character (dialogue) and the singularity. For the construction of the information, instruments such as informal conversations, interviews, videos and images of school actions, written records and the technique of completing sentences were used, based on the hypotheses elaborated in the course of the research. Max's case study and the analysis of the pedagogical practice made it possible to elaborate principles with the intention of contributing to the students' learning. Such principles include curiosity as a guiding principle to encourage imagination, investigative practice as a promoter of imagination and the creation of a pedagogical strategy in teaching and learning in chemistry. In addition, the construction of a pedagogical practice that favors learning includes spaces for dialogue, partnership relationships and knowledge production that allow understanding the student's motivations in the context of learning as a subjective production.Item Acesso aberto (Open Access) As percepções de atores da educação especial ante a atuação enquanto ledor para pessoas com deficiência visual(Universidade Federal do Pará, 2023-04-06) MORAES, Marcos Evandro Lisboa de; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582XThe research deals the specific preparation of education professionals in the condition of Ledor for advising people with visual impairments. It aims to analyze how professionals working in this area interact due to the appropriation of perceptions during this preparation. The condition of accessibility instrument, while training, conducts this research. In this sense, an attempt was made to answer the question: How are the perceptions of special education professionals during Ledor training for people with visual impairments? The support of Vygotsky's defectology fundamentals and elements of the theoretical-philosophical assumptions verified in Wittgenstein's Philosophical Investigations about language and conceptualizations with reflections about “seeing and seeing as” according to Gottschalk's considerations (2006), supported our added research with focal aspects on visual impairment/debrailization: Moraes (2016), conceptualization: Barros (2016), parameterization: Carlomagno and Rocha (2016), training: Gonçalves (2000), ledor: Machado (2020) and Canuto (2022) among others . This contribution enabled dialogues about the path and perceptions of research collaborators, participants of the Ledor 2021 course, carried out at the request of Professor Arlindo Gomes de Paula, former Director of UEES Prof. Campos Asterio. The qualitative methodology used in the research text covers preparation to act in accessibility to reading both common texts and graphic variations. The construction of this Ledor instrument is justified because in the Pará market there was no pedagogical tool that met the demand to work in the condition of Ledor. The thesis showed the feasibility of preparing an instrumental Ledor for people with visual impairments, that there are issues proposed by institutions that promote selective processes that are against the grain of the inclusive process and there is a necessity to apply a national educational policy for the description of images in schooling of basic education.Item Acesso aberto (Open Access) Altas habilidades ou superdotação em contexto de educação matemática: ecos e expressividades(Universidade Federal do Pará, 2023-05-25) SOARES, Maria Eliana; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582XThe study aimed analising expressivities of graduating students of the High School, with the indicative of High Abilities or Superdotation in context of Mathematical Education, and specifically, took: 1) identify manifestations of High Abilities or Superdotation in Students of the High School in intra school enviromment; 2) describe the expressiveness of the High Habilities or Superdotation in context of Mathematical Education; and, 3) to recognise in founds, elements which contribute for a comprehension and teacher’s action about the High Abilities ou Superdotation. It anchored itself in the epistemological bases of the Psychology (social, cognitive and of the learning); in the fundaments of Mathematical Education; and in the approaching of the autonarrative qualitative research. It involved six graduating students of the Basic Education of a state school of the 8th Regional Unit of Education of Castanhal – SEDUC/PA. In the method, it used itself an investigative questionary, WhatsApp, participant observation, an interdisciplinar Project, poll test and anamneses. The results pointed in the narratives Life Histories, and in these, the evidence of several inteligences, this way, all the participants manifested ability to creat, among them, three with ability to solve problem; ability to solve problem; for contributing in cultural context. Individually, it identified itself that, three manifested mathematical-logic inteligence, from them, it stood out itself one with one interpersonal, intelectual and leadership, and two with intrapersonal intelligence. One student manifested linguistic intelligence, musical and spatial; one presented interpersonal and pictorial intelligence; ando ne evidenced pictorial intelligence. From the construction experience of mathematical statements emerged the Inverse Mathematical Learning, which intelligences presented themselves in the inverse order of the convetional way from the way of learning: a) analise (perception, attention, memory), which it was stimulated from one object, one sentence, image, etc.; b) interpretation (sense, value, assignment), in which occured the validation about what has been analised; and, c) context (temporal, social, attitudinal), through the statement. The experience origined reflections about the necessity of changing in the teacher’s practice, from the indicators: teacher’s stare in the spectro of intelligences; curiousity, autoconfidence and reflection in and about the teacher’s practice; and, teacher’s purpose. If they are developed efetivelly these aspects will become enriching of the teacher’s practicing in and to the inclusion.Item Acesso aberto (Open Access) Modelo epistemológico meta-analítico relativo à noção de raciocínio combinatório(Universidade Federal do Pará, 2022-11-30) MORAES, Guilherme Motta de; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914This research aims to develop an epistemological study on notions of combinatorial reasoning in theses and dissertations defended between 1998 and 2019, resulting from masters and doctoral research, in Brazil, based on Qualitative Meta-Analysis, which will be used to build and analyze theses and dissertations, based on an Analytical Model for the Notion of Combinatorial Reasoning. Qualitative Meta-Analysis, associated with the Anthropological Theory of Didactics (TAD), is taken as a theoretical and methodological reference, based on the guidelines of the National Common Curricular Base and Fischbein's proposals. The thesis is organized into two major moments: studies of the teaching problem and the epistemological dimension and studies of the economic-institutional and ecological dimensions. The result obtained from the research demonstrates that the Analytical Model and the Notion of Combinatorial Reasoning play an important role in understanding the problems associated with counting, in three Levels: Level I - Absence of Multiplicative Systematization: at this level, subjects contextualize their answers, though without hints of combinatorial reasoning in his effort to find the solution to the problem; Level II – Beginning of Multiplicative Systematization: at this level, subjects are able to properly order and rank the variables, but cannot dissociate them, making them vary at the same time, which makes it impossible to verify the correct solution; and Level III – Generalizing Systematizations: at this level, the main property of formal thinking is the insertion of reality as a subset of a larger set of possibilities. Instead of theorizing about (concrete) empirical data, formal thinking allows the subject to theorize about possibilities. The bibliographical study linked to the Analytical Model applied to two collections of textbooks allowed a minimum structuring of criteria to analyze didactic materials, more specifically, textbooks, with the praxeological approach of TAD, making it possible to insert this analysis in one of the categories of the Analytical Model.