Artigos Científicos - IEMCI

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/3218

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Da sala de aula para o instagram: os studygrammers e o ensino-aprendizagem em ciências e biologia
(Universidade Federal de Mato Grosso, 2022-08) COSTA, José Maria Martins; COELHO, Yuri Cavaleiro de Macêdo; ALMEIDA, Ana Cristina Pimentel Carneiro de
In post-modernity, information and knowledge are produced and disseminated through technologies, especially the internet and digital media. Students and teachers have in their hands resources that allow open access to knowledge, which inspires changes and constant inventions in the field of education. In the Internet social networks, profiles are being created to explain materials and/or study routines, in order to share experiences, inspire others and disseminate and discuss relevant topics, known as Studygams. In this sense, the objective of this study was to identify trends and contributions of Studygrams to the teaching and learning of Science and Biology, in the view of a panel of Studygrammers who produce and publish content related to Biological Sciences in Brazil. The work was developed from a qualitative approach, with elements of netnographic research such as participant observation and online fieldwork. The results showed that Studygrams have the potential to explore and develop skills and abilities in both those who post and those who access the content. It is understood that this new practice of teaching and learning in informal spaces has aroused attitudes of entrepreneurship, autonomy, organization, interaction and creativity, which allow the fixation of contents, interdisciplinarity, contextualization and training for citizenship.
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Educação ambiental em parques ambientais: análise textual discursiva em dissertações
(Universidade Federal de Mato Grosso, 2022-04) PERES, Ariadne da Costa; BRITO, Licurgo Peixoto de; PEREIRA, Marcos Augusto Carvalho
The state of the art has the function of situating the researcher about the production, research and positions on his object of study, an action that guides the research intentions, in this sense, to investigate research on environmental education in environmental parks linked to education scientific field in the field of Science Technology Society and the Environment has relevance for the construction of an education related to the environment that promotes critical debate, the discussion of the contradictory and positioning in the face of scientific advances and environmental disasters on our planet, for that we made a search in three virtual libraries, the first, “Digital Library of Theses and Dissertations” (BDTD); the second “Bank of CAPES Theses and Dissertations” and finally in the “Portal de periodicals CAPES/MEC”, of the 325 works recovered, only two relate to the selected object of study, one dealing with a pedagogical experience in the environmental park-school relationship and another thematizing the training of teachers to work in environmental parks, in these researches we have the critical conception of education that fosters the debate on science, technology and socio-environmental issues, still emerging from the analysis notes for the training of teachers, with this, the research contributes to the critical debate about environmental education and bequeaths us the need for more research related to science education relating schools and environmental parks.
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Fundamentos epistemológicos da educação socioambiental
(Universidade Federal de Mato Grosso, 2022-04) LUZ, Priscyla Cristinny Santiago da; SILVA, Maria de Fátima Vilhena da
This article aims to present the epistemological foundations of Socio-Environmental Education from a theoretical study carried out with a view to the assumptions that guided Environmental Education from the 1970s. This is, in this sense, a bibliographical research carried out in books, documents, articles and periodicals, in which it was questioned: the guidelines that have guided environmental education in recent years indicate which epistemological relationships of socio-environmental education?.Data analysis was performed using the technique of content analysis, with the aim of generating interpretations, inferences and categories that unveiled epistemological elements of socio environmental education. The compiled material was structured in three pillars (categories): a) nature and society relationship; b) environment and heritage relationship; c) environment and citizenship relationship. These categories were mainly supported by the Complexity of Knowledge Theory, from the point of view of Edgar Morin (2007, 2010), Morin, Ciurana and Motta (2009); in the Environmental Complexity proposed by Enrique Leff (2003) and in the discussion about interdisciplinarity based on the conceptions of Silva (2009) and Fazenda (2011). It is concluded, therefore, that the epistemological bases of socio-environmental education evidenced by the research align dialogues and conceptions of knowledge for understanding and acting on socio-environmental issues in a complex, interdisciplinary way and make it possible to design/articulate practices educational transformative.
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Estratégia de resolução de situações-problema ancorada na teoria dos campos conceituais
(Universidade Federal de Mato Grosso, 2021-12) SANTOS, Rudinei Alves dos; SILVA, Francisco Hermes Santos da; DIAS, Joelson Magno; MADURO, Vanessa Pires Santos
The pandemic caused by COVID-19 led to the suspension of in-person classes, forcing those involved in the teaching and learning process to seek,as a matter of urgency, strategies that would enable the continuity of school activities. However, communication between teacher and student was relatively impaireddue to technological limitations or lack of affinity with virtual meetings. Therefore, the present work, elaborated from a qualitative approach, in the molds of the bibliographical research and anchored in the Theory of Conceptual Fields -TCF, aimed to propose a strategy of resolution of situations in the conceptual field of optimization that favors the communication between the actors in the teaching and learning process, enabling the reflection of those involved and the (re)direction of the teacher's pedagogical planning. We conclude that the strategy of solving hypotheses of the conceptual field of optimization through subtasks, in light of the TCC, is a resource that can contribute to better communication between students and teachers, especially in virtual meetings. Furthermore, we consider that the strategy discussed in this article is not exclusive to the conceptual field approach and can be tested in other conceptual fields and other areas of knowledge, as in times like these, no science-based resource should be discarded.
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Interdisciplinaridade: características e possibilidades para o ensino de física e química
(Universidade Federal de Mato Grosso, 2021-04) CATANHEDE, Severina Coelho da Silva; SILVA, André Flávio Gonçalves; SILVA, Francisco Hermes Santos da; SILVA, Maria de Fátima Vilhena da
This work seeks to list the number of articles published in some national journals that treat Physics and Chemistry in an interdisciplinary way.To further delimit the sample space, we limit ourselves to making notes only in relation to works focusing on Basic Education. The search was carried out from the word interdisciplinary in journals in the area of Science Education with Qualis/CAPES A1, A2, B1 and B2, between the years 2009 to 2019. The focus was on articles that addressed Physics and Chemistry in a way interdisciplinary as well as contributions from reading selected texts. The discussion will be made in light of the official education documents regarding interdisciplinarity. As a result, we can see that most of the papers dealing with Physics and Chemistry in an interdisciplinary way are concentrated in Higher Education, just as in the second five years it was possible to verify a substantial increase in the number of papers published in the journals analyzed. It was also possible to verify that the journals that contribute about 80% of all publications collected in our research are: Brazilian Journal of Science and Technology Teaching, Areté Journal/Amazonian Journal of Science Teaching and Brazilian Journal of Physics Teaching. Lastly, it alone has an impact of about half of the articles published for our analysis.
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Realidade aumentada e o cálculo de medida de área no ensino superior
(Universidade Federal de Mato Grosso, 2021-04) BRAGA, Kayla Rocha; NUNES, José Messildo Viana
This paper presents a proposal for the use of Augmented Reality technology while using the teaching of area measurement as a reference. The intervention was undertaken in an undergraduate class of the Electrical Engineering course at the Federal University of Maranhão. The theoretical foundation was based on the Instrumental Approach, which permitted an analysis regarding the use of Augmented Reality technology as a teaching tool in higher education. The research was structured in twostages: the instrumentalization, which took place in two steps, the first one related to the use of Augmented Reality, while the second step involved installing a software to develop Augmented Reality; and the second, instrumentation, with the resolution of tasks, without and with the use of Augmented Reality, followed by an interview with the participants. The data obtained during the research enabled us to identify the transition from artifact to instrument with the use of Augmented Reality technology, as well as to verify that when the floor plan was being projected in 3D, students changed their ideas regarding the need to consider the thickness in the calculations undertaken, thereby starting to establish a better relationship with the notion ofarea and area measurement.
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Geração espontânea e evolução química gradual em livros didáticos do ensino fundamental
(Universidade Federal de Mato Grosso, 2020-12) PANTOJA, Ana Laura Pureza; VIEIRA, Eduardo Paiva de Ponte
Origin of Life, as curricular content, is a controversial topic. Knowledge from various areas supports several hypotheses and plausible scenarios to explain how life originated on Earth, making room for the conflicts that exist in this matter, in addition to expressing characteristics of the nature of scientific knowledge. It is in this perspective that the approach can be linked with the History and Philosophy of Science (HPS), so that views of science that refer to the linearity of knowledge construction and the absence of conflicts are not reinforced. The discourse analysis proposed by Michel Foucault can be used as an analytical device to think about the approach of History and Philosophy of Science recommended in textbooks of basic education. Therefore, this work aims to see which discourse(s) go about the theories on the school content “Origin of Life”, strictly in relation to the theories of Spontaneous Generation and Gradual Chemical Evolution, in the elementary school textbooks for the 7th grade. The analysis indicates that the theories of Gradual Chemical Evolution and Spontaneous Generation are recurrent in textbooks with a positivist historiographical aspect, composing statements that establish the potential circulation and legitimation of scientific knowledge.
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Resolução de problemas: uma análise das concepções de professores de matemática do ensino fundamental
(Universidade Federal de Mato Grosso, 2020-12) FARIAS, Dione Barros; LACERDA, Alan Gonçalves; FERREIRA, Robson dos Santos
The Problem Solving from the official documents and international , comes consolidating as important for the field of Mathematics Education. In this perspective, we aim analyze what are the senses attributed by mathematics teachers to Problem Solving. Regarding the theme, there are several focuses and approaches, of which we highlight authors like Polya, Vila and Callejo, Onuchic and Allevato, Schoenfeld, among others, who we resort as theoretical support. An investigation was carried out with seven mathematics teachers from the city of Breves - PA, who responded a semi-structured interview. We observe what conceptions that teachers mobilize in relation to Problem Solving, and as they establish a relationship with knowledge about their pedagogical practices, concepts and ideas, change their professional practices.
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Conteúdos de matemática do ensino médio nos livros de minicursos da SBHmat (2001-2017)
(Universidade Federal de Mato Grosso, 2020-12) MENDES, Iran Abreu; PIRES, Lucas Silva Silva
Our objective was to characterize the contents of High School Mathematics in short course books classified in the trend in History for the Teaching of Mathematics (HEnM), organized at the Brazilian Center for Reference in Research on the History of Mathematics (CREPHIMat). e epistemological basis for supporting the article is based on a basic conceptual notion established by Mendes (2017, 2020) and Barros and Mendes (2017, 2019). In order to characterize the short course books, we adopted an analysis instrument based on studies related to documentation science. Subsequently, we selected and described the high school mathematics content. e results indicated that the contents covered have didactic potential and can be explored by teachers working in high school, in order to enrich the teaching and learning in mathematics of students at this level of education.
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Abordagens do conceito de “sequência didática” em teses na área de educação matemática
(Universidade Federal de Mato Grosso, 2020-12) COSTA, Dailson Evangelista; GONÇALVES, Tadeu Oliver
This investigation aims to understand the different approaches of the concept of Didactic Sequence present in doctoral theses, in the area of Mathematics Education, defended in Brazil from 2001 to 2018. This is a bibliographic research of a qualitative nature. We selected 31 doctoral theses available in the portal of theses and dissertations of Capes. Theses were analyzed based on the following criteria: (a) objectives, (b) synthesis of methodology, (c) main results and (d) main references on "Didactic Sequence". The criteria mentioned led us to organize and systematize 5 (five) focuses related to theses regarding the approach of the concept of Didactic Sequence (DS). They are: i) focus of SD in the teaching and learning of basic education students; ii) focus of SD on basic education students and teacher training; iii) focus of SD in teaching and learning of higher education students (Bachelor/Engineering); iv) Focus of SD on Special Education; and v) focus of SD on bibliographic survey. The results indicate twelve characteristics of the approaches on Didactic Sequence, among which we highlight: diversity of theories that give basis to the use of DS; approach to DS as a teaching methodology; lack of theoretical deepening and discussion about the concept of DS; use of DS to improve the teaching and learning process; SD contributes to promote situations that students can act on the activities built and thought by the teacher; SD is used, constructed and developed, in most researches, by the researcher and is not generally constructed by the teacher who will use it in his classroom practices, either teachers in initial training (in degrees) or in continuing education (in service in Basic Education).
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Ensino da matemática em interface com a língua materna: prática pedagógica interdisciplinar
(Universidade Federal de Mato Grosso, 2020-12) MORAES, Patrícia Pena; MACHADO, Arthur Gonçalves
One of the great challenges for the teaching and learning process is to organize this process in an interdisciplinary way, avoiding, whenever necessary and possible, the fragmentation of teaching. Thinking about teaching Mathematics in an interdisciplinary way requires, first, to reflect about the formation of the teacher who teaches Mathematics in the early years of schooling and the didactic-pedagogical conditions that made possible his daily routine at school. In these terms, this article aims to analyze a pedagogical practice on the teaching of Mathematics in interface with native language, in the early years of Elementary School, developed in an interdisciplinary perspective. The context of the investigation was a class from 2nd year of Elementary School at a municipal school of São Francisco do Pará. The insertion in research space, the organization of didactic sequence and the development of practices, took place during the third two months of 2018. The research methodology is structured in a qualitative approach of participant research type, and was mainly based on the teaching of Interdisciplinary Mathematics. For the construction of information, the logbook and the record of activities performed by the students were used. The didactic sequence was organized in an interdisciplinary perspective with the text as an integrating link of proposed activities. The results showed that an interdisciplinary pedagogical practice in the teaching of Mathematics, supported by Interdisciplinary Didactic Sequence (IDS), is possible to be carried out in the context of Basic Education, especially in early years of Elementary School.
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Reflexões e contribuições do estágio supervisionado no curso de licenciatura em química da UFPA
(Universidade Federal de Mato Grosso, 2020-08) JESUS, Hebert Heitor Silva de; TOLOSA, Francisco Everdosa; FERNANDES, Adriano Caldeira
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Densidade e força de empuxo: imaginação e produção de um recurso didático
(Universidade Federal de Mato Grosso, 2020-08) PARENTE, Andrela Garibaldi Loureiro; ALVES, José Moysés; BEZERRA, Sérgio Henrique de Oliveira
In this article, we present a biographical (auto) formative research on the role of imagination in the activity of a teacher, during the production of a didactic resource, to teach the concepts of density and buoyancy. From the field text, describing the initial motivation and the creation process, we carried out the analytical-interpretive process, inspired by narrative research, to elaborate the biography of the resource's production path. The biography contains the interpretation of the process by explaining the guiding principles of the production path of the didactic resource. We conclude that the production of the resource and, especially, the reflection on the process of its production, are moments of learning and training for the teacher, due to the possibilities of theorizing about the problems, solving them and proposing practical solutions to them. This narrative has the potential to contribute to the area of science education, inspiring the creation of new teaching materials, other research on the production pathways and strengthening spaces for sharing teachers' biographies, which value the personalization of teaching.
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História em quadrinhos nas pesquisas sobre história para o ensino de matemática (1990-2018)
(Universidade Federal de Mato Grosso, 2019-12) SILVA NETO, Benjamim Cardoso da; MENDES, Iran Abreu; SILVA, Luiza Pereira da
This article aims to identify and describe researches about history for the teaching of mathematics, that combine history of mathematics to history in comics by means of breeding strategies of didactic proposals that connect to mathematical knowledge, in a playful manner, in promoting an improvement of teaching and apprenticeship of this discipline. Thus, we find two searches of professional master's dissertations that were used of the story resource in comics, associated with the history of mathematics, for teaching areas of plane figures, volumes of solids geometric and equations 2nd grade. Some others works were derived of these searches of dissertations, beyond the products educational created as a requirement of professionals master's degree. Such research make us realize a movement still weak of productions that derive from them, and express exemplary contributions and potentialities for use per parts from other professionals of basic education, of Teacher Education of math and also serve of research source, that is what happens with this work, that makes it public, about everything, productions that directed to the use of the history of mathematics in the classroom.
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Percepção de professores de matemática em formação inicial acerca do uso do aplicativo Plickers como ferramenta avaliativa de aprendizagem
(Universidade Federal de Mato Grosso, 2020-08) MARINHO, Karem Keyth de Oliveira; NICOT, Yuri Expósito; SALES, Elielson Ribeiro de
The present study investigated the perception of students with a Degree in Mathematics about the use of Plickersapplication as a learning assessment tool from qualitative research configured as a participant, using questionnaires and participant observation as research techniques. The 11 research subjects performed a formative evaluation using the application and, shortly after, evaluated it technically and pedagogically. The results showed the students' interest in using Plickers, in which they indicated little operational difficulties and, as the task was developed, adopted a critical-reflexive posture. We verified that Plickerscan be a relevant technological tool for Mathematics classes, and we realize that researches like these go beyond resource evaluation, contributing to the initial formation of teachers since they allow a critical look at the task performed,which in this study was focused on aspects about new evaluative possibilities of learning.
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O ensino de química através de um centro de ciências Amazônico: uma possibilidade de inserção à cultura científica
(Universidade Federal de Mato Grosso, 2020-08) TOLOSA, Francisco Everdosa; REIS, André Silva dos; SILVA, Maria Dulcimar de Brito
The research sought to reportand discuss, through a qualitative approach, of an exploratory character, activities developed during a “Thematic Day of Chemistry” at the Science Center and Planetarium of Pará (CCPP), with students of the 3rd year of High School of a School of the Public Education Network of Belém (PA). On the occasion, the students participated in experimental practices, with a view to verbalizing ideas and answering a questionnaire directed to the activities carried out, as well as making considerations about the “Thematic Day” proposal. The analysis of the results reveals that theactivitywas relevant for the students, since they felt comfortable in the exposition of ideas about some chemical concepts, which collaborates in the construction of new conceptions in relation to this Science. Furthermore, it was found that the CCPP, a non-formal teaching space, can contribute to the process of scientific literacy.
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Mediação docente na elaboração de estratégias de resolução de problemas matemáticos de estudantes do 5º ano de uma escola do campo
(Universidade Federal de Mato Grosso, 2020-08) BARREIRA, Jonas Souza; MANFREDO, Elizabeth Cardoso Gerhardt; OLIVEIRA, José Sávio Bicho de
This study aimed to investigate how teacher practice can contribute to 5th grade students in a rural school building strategies to solve additive problems. It is a research of own practice as methodology of qualitative research in Mathematical Education. The research took place from April to June of 2019, in a rural school located in a rural community in the city of Marabá -Pará. The instruments used in the production of the data were: the researcher's field diary, the students' documents and notebooks. the transcripts of the recorded audio of the lessons The results show that the dialogue between the teacher and the students, as well as the questions the teacher asks, provoking the students to think about what they are producing is a way for the teacher's practice to contribute to the 5th grade students of a school. build strategies to solve additive problems.
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Metodologias ativas de aprendizagem possíveis ao ensino de ciências e matemática
(Universidade Federal de Mato Grosso, 2020-08) ROCHA, Carlos José Tridade da; FARIAS, Sidilene Aquino de
This article is the result of a postdoctoral internship in science and mathematics teaching at the Federal University of Amazonas, and aimed to identify and specify active learning methodologies, considering a set of contextualized practices and techniques, viable to science teaching and mathematics. For this, a qualitative approach methodology with descriptive research characteristics was used. The constitution of the data, comprised the period from 2015 to 2020, selecting texts with direct relations with the theme, through analysis of Systematic Literature Review (SLR). The results identified seventeen active methods that value and are related to student autonomy and protagonism, thus contributing to the study of the theme by teachers and / or teacher trainers, and to the strengthening of scientific education. The active methodologies are represented mainly by models of learning based on projects, collaborative activities and solution of real problems, taking advantage of technological resources, having high pedagogical potential.
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Elaboración de un simulador con geogebra para la enseñanza de la fisica. El caso de la ley de coulomb
(Universidade Federal de Mato Grosso, 2020-08) SÁNCHEZ SÁNCHEZ, Ivonne Coromoto; SÁNCHEZ- NOROÑO, Irene v.
With the arrival of the 21st century, the use of digital technologies in the teaching of Mathematics and Natural Sciences is more noticeable. One of the most used types of resources is computer simulators. Research focused on the implications of the use of these digital resources in teaching little comment on the potential of the development of simulators for learning, much less the mathematics that emerges in this activity. Based on this consideration, this work describes the sequence of simulation tasks solved with GeoGebra that allow one to emulate one of the electrostatic phenomena of attraction and repulsion, linked to Coulomb's Law. The description includes the specification of the emerging mathematical content in the activity, as well as a subjective assessment of the potential of GeoGebra for learning physical phenomena and the emerging mathematical content of the experience.
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Linguagem e conhecimento, tema da formação inicial na licenciatura integrada em ciências, matemática e linguagem
(Universidade Federal de Mato Grosso, 2020-04) ALVES, José Moysés; PARENTE, Andrela Garibaldi Loureiro
This article reports a professor's research on hisownpractice, when teaching the theme Language and Knowledge I, to a class of 40 undergraduates. The objective was to produce new meanings about the teaching of the theme, from the narrative of an attempt to approximate the training provided with thepedagogical practice desired in professional practice, in a perspective of inverted symmetry.In addition to discussing their previous knowledge and some texts, the undergraduate students researched subjects related to Nature and Culture of Marajócontent, planned activitiesand developed didactic resources to teach it to students in the early years, concerned with the communicative approach. The narrative of the experience was based on the teacher's memories, the planning carried out for the theme and the productions of the undergraduate students. The interpretative analysis of the narrative made it possible to producethe following meanings. It is possible to work with a theoretical theme, in the initial formation of teachers, in a perspective of inverted symmetry. The contextualization allows valuing the cultural identity and the personal history of the graduates, mobilizing their emoticons. Dialogue and collaborative activity planning contribute to the development of affective bonds, creativity and autonomy for future teachers.