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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Configurações subjetivas da ação pedagógica de professores, em formação CTSA, na horta escolar.
(Universidade Federal do Pará, 2024-02-27) GOMES, Jeedir Rodrigues de Jesus; ALVES, José Moysés
The school garden, in addition to providing healthy food, can become an excellent teaching and learning laboratory. Research has shown that the school garden is an important learning context for teachers and students. This thesis aims to understand the subjective configurations of the teachers’ pedagogical actions, in continuing education with a CTSA focus, in the context of an HE. The research was based on the Theory of Subjectivity, Qualitative Epistemology and Constructive-interpretative Methodology. A mathematics and a physics teacher, from a fulltime public high school, on the outskirts of the city of Belém in the State of Pará, participated in the investigation. They were accompanied at school during all the process, from the formation of a study group on the new ENEM, in 2017, which also studied Science, Technology, Society and Environmental education when the implementation of a vegetable garden at school was proposed. This research focused on teachers' learning during the planning, task execution and evaluation of teaching activities, in the context of the school garden, between the years 2019 and 2023. Based on the interpretation of information obtained in informal conversations, participant observations, complements of sentences, essays and other material produced by teachers, two case studies were constructed, based on the indicators and hypotheses produced about the subjective meanings related to life history, social subjectivity and those produced during the teachers' pedagogical action. In both case studies, we understand that teachers faced demands generated at different levels of social subjectivity. They were initially done, with the subjective, relational and operational resources which were available, but they felt pressured to produce new subjective meanings and carry out new learning. This learning and new productions of subjective meanings expanded the teachers' possibilities of action and relationships, generated greater involvement in teaching and were organized in a configuration of subjective development, which motivated the production of new subjective meanings and new pedagogical actions, making a difference in the classroom. The school garden project has contributed positively to healthy eating in the school community and enhancing the learning of students and teachers. It has consolidated itself as a permanent project of the institution, which aims to become a self-sustainable school.
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Engenhos de cana-de-açúcar como ambientes de problematização no ensino de Ciências.
(Universidade Federal do Pará, 2023-02-28) NAHUM, Herley Machado; SILVA, Carlos Aldemir Farias da
The sugarcane mills are part of the historical, cultural and economic context of the city of Abaetetuba. In this work, the sugarcane mill is problematized as an interdisciplinary theme to study different science curriculum contents in the final years of Elementary School. We assume the path of research that seeks to construct knowledge from the reality of people, considering their knowledge, culture, and trajectory. The hypothesis that supports the thesis is that inserting elements from the social and historical context can make the teaching-learning of science contents more meaningful, due to the relation with the local history of the sugarcane mills. The methodology adopted privileges the qualitative research approach. We aim to contribute to an Education that reactivates the culture and the history of the sugarcane mills through the problematizations that emerge from this theme for the teaching of science, especially in the final years of Elementary School. One of the purposes of this work is to list possibilities of themes and didactic approaches concerning science teaching that can be related to the socio-cultural practices associated with the culture of sugarcane mills. The proposed activities about the sugarcane mills are subsidies to promote teaching that involves the local culture and presents a relationship with the socio-cultural reality of the students. Therefore, using the sugarcane mills as a theme for teaching science constitutes a starting point for more creative classes, allowing a dialogue with the socio-cultural reality of Abaetetuba, encouraging students to value their culture, their history, and to expand their potentialities.
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Experiências formativas mediadas por filmes: interações reflexivas entre cooperados e professoras de ciências na perspectiva na educação ambiental crítica.
(Universidade Federal do Pará, 2024-03-06) SOUSA, José de Moraes; SOUZA, César Augusto Martins de; GONÇALVES, Terezinha Valim Oliver
This work constitutes a thesis text on the training of science teachers from the perspective of critical environmental education. It is a research-training in narrative mode, aimed to investigate in co-op with science teachers, in interaction with members of the cooperative Mista dos Agricultores Familiares dos Caetés (Mixed Cooperative of Family Farmers of Caetés), sharing their environmental knowledge and experiences in reflexive training meetings mediated by films, with a view to reflecting/reconsidering teaching practices and continuous training of teachers, from the perspective of critical environmental education. The research was guided by an issue configured in the following question: In what aspects can the interaction between Science teachers and members of the Mista dos Agricultores Familiares dos Caetés, in training meetings mediated by films, contribute with their environmental experiences and knowledge to the continuing education of the teachers, from the perspective of critical environmental education? I argue that: Reflective interactions between teachers who teach Science in the early school years and members of the Mista dos Agricultores Familiares dos Caetés, in training meetings mediated by films, where participants share experiences and knowledge about film themes, contribute to teachers reflecting on their science teaching practices and building interdependent relationships between environmental, economic, and social dimensions, expressing pedagogical intentions of changes in teaching practices, from the perspective of critical environmental education, aiming at sustainability. Initially, I construct the environmental, social, economic, and educational context of COOMAC and seek to understand the concepts of environment and environmental education of the teachers and their relationships with their educational practices. As results of the training meetings, I organize three analytical sections, the first focused on reflections regarding capitalism as the main cause of socio-environmental problems and the importance of educating so that individuals understand the need for collective participation in the struggles against environmental degradation. The second addresses the relationship between consumerism and environmental problems, indicating the need for an education that forms citizens who question the dictates of consumerism and opt for a sustainable life, and the third contemplates the relationship between critical environmental education, citizenship, and sustainability, where I discuss the importance of the rights of women and men in rural areas, such as health and education, being respected as requirements for sustainability. The research shows that the environmental knowledge and experiences of the cooperative members, articulated with economic and social aspects, helped to broaden the teachers' view of the environment and environmental education, converging to their formation in terms of critical environmental education.
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Sistematização das técnicas aritméticas na Europa do século XIII
(Universidade Federal do Pará, 2024-02-28) GUIMARÃES FILHO, José dos Santos; BRANDEMBERG, João Cláudio
It is observed that, in the 13th century, Europeans used the abacus and Roman numerals. The abacus, to operationalize your problems, and the Roman numerals, to record them. In that same period, an Italian mathematician called Leonardo Fibonacci (1170 – 1240) came onto the scene who, after his travels in the East, brought an arithmetic that had not been widely disseminated in Europe, as well as Indian ciphers and their decimal positional number system, which were organized and systematized in Liber Abaci. In these circumstances, the question arises: what demands were met in the context of 13th century Europe by the systematization of arithmetic knowledge in the Liber Abaci, written by Leonardo Fibonacci? In the search for an answer to this question, the objective of this research is to identify demands met by the systematization of the set of arithmetic practices in Liber Abaci that were in production and use in Europe in the 13th century. To this end, a qualitative proposal was used, which allowed a reflective and analytical process of the historiographical aspects of the implementation of arithmetic methods and techniques in Europe in the 13th century, guided by the three spheres of analysis of updated historiography. These reflective processes showed that the set of arithmetic practices, arranged and organized in Liber Abaci, was reaching the clergy with the use of liturgical language and assistance in biblical exegesis and counting important dates for Christianity. The organization of this book, which is arranged from simple to complex, shows its interaction with more theoretical treatises, one of the signs that it was in the direction of reaching universities. Its systematization shows a feasible optimization in accounts with high values, so it could be used to move large quantities, whether of goods or monetary values, offering society a clear and reliable criterion in the accounts, which helped to solve commercial and agrarian problems. and taxable. In view of this, the systematization of arithmetic techniques in 13th century Europe contained in the Liber Abaci was meeting religious, academic, social and commercial, urban or mercantile demands.
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Noções matemáticas nas mitológicas de Claude Lévi-Strauss
(Universidade Federal do Pará, 2023-10-31) LOPES JUNIOR, José Erildo; SILVA, Carlos Aldemir Farias da; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
Mythical narratives portray a diversity of thoughts and interpretations about nature and culture. They can be interpreted in multiple ways in different sociocultural contexts due to their human character universalized in these narratives. It was with this understanding that we bet on the potential of an interpretative exercise of mythical narratives from the work The Mythological by Claude Lévi-Straus, in order to identify some mathematical notions that may emerge in the interpretation of these narratives and then point out correlations between mathematical notions implicit in each narrative, in order to answer the following questions: What mathematical notions emerge from these mythical narratives and how can they be explored in activities and problematizations for teaching? To obtain possible answers to our question, we carried out documentary, interpretative research supported by content analysis, selecting a block of narratives in the four volumes of The Mythological. To achieve our objective, we pre-analyzed the four volumes and selected twenty-two narratives, in which we deepened our interpretations in search of mathematical notions. We then created a block of teaching activities based on the selected narratives. Subsequently, we propose an interpretative exercise of the same narratives with a group of Basic Education students and teachers. From this context, this doctoral thesis proposes as a general objective to interpret mythical and mythological narratives in search of mathematical notions that can be explored to develop activities and problematizations for teaching. The research results pointed to the possibility of systematizing and exploring these mathematical notions through problematizations and teaching activities. After all the interpretation and analysis concluded, we point out the possibility of new studies to expand the dialogues between cultural knowledge and school knowledge, as well as in relation to other teaching methodologies in the classroom.
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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.
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Uma revisão sistemática sobre a “noção de realidade” nas pesquisas de modelagem matemática na educação matemática.
(Universidade Federal do Pará, 2023-09-26) ALVES, Lília Cristina dos Santos Diniz; BRAGA, Roberta Modesto; NUNES, José Messildo Viana
The objective of this research is to carry out a systematic review with the purpose of discussing and revealing how the phenomenon 'reality' appears in studies of Mathematical Modeling in Mathematics Education in the epistemological scope. To this end, we carried out qualitative research based on a systematic review of the literature relevant to the field of Mathematical Modeling in Mathematics Education. The searches were carried out in seven search sources, including databases, portals, virtual libraries, annals of events in the area and searches by citation, namely: the catalog of theses and dissertations and the periodical portal of the Personnel Improvement Commission Higher Education – CAPES, Scielo, Eric Research, Google scholar, Google and the National Conference on Mathematical Modeling - CNMEM. The systematic review was guided by a systematic review protocol based on the POT strategy (population, Outcome and Types of studies) adapted for use in qualitative research. Mendeley was a resource used to organize, manage references and exclude duplicates from studies selected for the review. We used Discursive Textual Analysis – ATD supported by the IRAMUTEC software to partially perform the analysis of the textual corpus. As a result of this analysis we obtained three categories: 1) REALITY: its objectives and characteristics within the scope of Mathematical Modeling; 2) Reality as one of the guiding elements of Mathematical Modeling: its dimensions and epistemological aspects; 3) Reality seen as an interdisciplinary thematic unit and the role of the teacher in choosing the theme in Mathematical Modeling activities. The partial results of this study showed that notions about reality in the context of Mathematical Modeling are plural. We find evidence of some philosophical-epistemological roots of reality in Platonism, such as the reality of the sensorial world or (Platonic reality) and we also find the idea of realism. In view of this evidence, from immersion in the literature we highlight the dimensions of reality present in the concepts of Mathematical Modeling such as: initial reality (given reality), intermediate reality (reality to be modeled) and the mathematical model (pseudoreality).
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Práticas socioculturais de comercialização na formação intercultural indígena do Oiapoque-Amapá: resistências e mudanças frente às amarras da colonialidade.
(Universidade Federal do Pará, 2024-03-22) LEITE, Maria Adriana; SOUZA, Elizabeth Gomes
The socio-cultural practices of commercialization among the indigenous peoples of OiapoqueAmapá are shaped by the socio-cultural traditions of indigenous communities and have been adapted over the years. In this regard, this work offers reflections on the socio-cultural practices of commercialization among indigenous academics of the Indigenous Intercultural Teaching Degree Program at UNIFAP, Oiapoque-Amapá. The aim is to problematize the socio-cultural practices of commercialization among the indigenous peoples of Oiapoque-Amapá within the scope of teacher education, which has been operationalized in the face of the shackles of coloniality. Through the voices of indigenous individuals in training in the intercultural indigenous teaching degree program, I present accounts of commercialization practices highlighting the influences of coloniality that permeate various activities in their communities. In this work, coloniality is understood as the continuation of the propagation of colonial thought, expressed in various dimensions of social life through dominant relations of power, knowledge, and being, which are present in various forms and in the discourses reproduced daily in society. Methodologically, the research adopts a decolonial approach that does not propose a universal method but points to epistemological possibilities in the methodologies used by researchers. Thus, the adopted methodology sought to build knowledge collectively, attempting to bring forth the voices and visibility of the peoples, valuing their knowledge, experiences, and perspectives. From the reflections shared in this work on the socio-cultural practices of commercialization among indigenous peoples in training at UNIFAP, it is evident that although indigenous peoples have been influenced by colonialities that permeate their lives, they still resist the forms of domination of certain patterns of action in commercialization practices and their exchange relations caused by the dominant Western culture.
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Relações entre ansiedade matemática e a formação de professores: uma revisão sistemática em pesquisas acadêmicas (1998-2022).
(Universidade Federal do Pará, 2024-02-29) MATOS, Maria Dulce Gonçalves de; LAMEIRÃO, Soraia Valeria de Oliveira Coelho; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668
Our research focuses on the mathematical anxiety (MA) of teachers in initial and/or continuing training. In this sense, we formulated the following research question: In terms of academic research, what factors potentiate the triggering or increase of math anxiety in teachers and/or future teachers in training? We sought to align this research question with the general objective by delimiting it as follows: To systematize factors that can trigger or increase mathematical anxiety in teachers and/or future teachers in training described in academic research. Our specific objectives are: i) to identify academic research in English and/or Portuguese that deals with mathematical anxiety and teacher training; ii) to investigate mathematical anxiety in teacher training; iii) to analyze possible relationships between mathematical anxiety and teacher training. Thus, based on the ideas of Bauer, Borba and Araújo, we chose to carry out qualitative research, using a bibliographical approach, specifically a systematic review from the perspective of Mendes and Pereira. We adopted theoretical contributions to talk about math anxiety, taking Carmo and his collaborators as our main reference. To deal with Neuroscience and Education, we used the contributions of Damásio, Lent, Guerra, among others. Following the systematic review protocol (research question, objectives, inclusion and exclusion criteria, Prisma Parameters and Joanna Briggs' Methodological Quality Assessment), we selected 55 (fifty-five) articles that addressed the subject of this investigation. In our immersion in the results of the research, we selected the following factors: negative experiences with mathematics; self-efficacy beliefs and attitudes towards mathematics; teacher training processes and gender stereotypes related to mathematics, with the potential to trigger or increase the mathematical anxiety of teachers and/or future teachers of basic education in training. Given this situation, we believe it is urgent to use different strategies to break the cycle formed by these factors in different environments, especially in the academic environment. In this sense, we see the importance of teacher training programs contemplating the analysis of the factors that potentiate and/or are responsible for triggering math anxiety in both students and teachers.
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Iniciação científica no clube de ciência da UFPA: interligando a cultura científica e a humanística
(Universidade Federal do Pará, 2023-09-05) ABREU, Maria Milena de Oliveira; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
In this research, I investigate the Scientific Initiation of Basic Education students over four decades at the Science Club of the Federal University of Pará (CCIUFPA), with a view to answering the following research question: In what terms is the Scientific Initiation of students configured of Basic Education at the UFPA Science Club? My main objective is to understand the Scientific Initiation of Basic Education students through analyzes of institutional documents and scientific productions in the time frame from 1979 to 2019, to explain the educational principles developed at CCIUFPA, with a view to characterizing, historically, this educational space and contribute to science education in other educational spaces. From this perspective, I defend the thesis that the Scientific Initiation of Basic Education students, at CCIUFPA, is configured through interactive, interdisciplinary and reflective investigative work, based on everyday situations, interconnecting scientific and humanistic culture, with a view to critical citizenship training. I undertake qualitative research in the narrative modality, considering Discursive Textual Analysis (ATD) as an analytical methodology with technical support from the IRAMUTEQ software for processing information contained in the documentation that constitutes the research corpus, such as projects, reports, dissertations, theses and articles published in event annals and journals. From this process, two analytical categories emerged: i) Scientific Initiation connected to everyday situations of Basic Education students and ii) CCIUFPA Scientific Dissemination: disseminating educational principles. In this way, elements such as creativity, affectivity, protagonism and scientific dissemination of Scientific Initiation made it possible to unveil the educational principles of CCIUFPA: teaching science with investigation, interactive, interdisciplinary and reflective work that favor the teaching and learning process for scientific literacy and critical citizen. Therefore, I understand that CCIUFPA is a relevant educational space for scientific education in the State of Pará, which has been consolidating and disseminating its educational principles over time, starting from Scientific Initiation activities that, in addition to research methodology, it considers essential for the integral development of Basic Education students a humanistic culture in favor of the construction of citizenship.
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Identidade profissional docente em memoriais de formadores de professores de matemática
(Universidade Federal do Pará, 2021-01-21) SANTOS, Nayra da Cunha Rossy; GONÇALVES, Tadeu Oliver
The main objective of this doctoral research was to characterize a possible professional identity of teachers who are teachers of mathematics, based on aspects emerging from the analysis of their memorials. For this, a study was carried out on the concept of identity investigating its origins in Philosophy and Sociology to build a theoretical basis that took as a reference concepts linked to liquid modernity, by Zygmunt Bauman, as well as Claude Dubar's ideas on identities and their crises, in addition to Edgar Morin's Theory of Complexity. With a view to an understanding of the concept of professional teaching identity, a survey was carried out between national and international productions on this theme, emphasizing the conception of Bolívar (2006), which adopts a narrative perspective. Three memorials of teacher training from the Institute of Mathematical and Scientific Education of the Federal University of Pará (IEMCI / UFPA) were analyzed and they competed for the position of full professor / free holder. They are documents in the public domain, but were voluntarily granted by the subjects and, therefore, we chose to use them referring to their real names. The reading of these documents was performed based on an instrumentation proposed in this research associated with a subsequent analysis based on four guiding axes that emerged from it. Such axes analyze: a) the subject's relationship with the mathematical object; b) the role of experienced identity crises; c) the identification processes for themselves and for others; d) the subject's relationship with the world. Initially, the analyzes were carried out individually to, in a second moment, propose a meta-narrative that would perform the dialogue of the excerpts taken from the memorial and that we consider to influence the constitution of the professional identity of these teachers who are teachers of Mathematics teachers. In this way, we support the proposition that the professional identity of teachers who are teachers of mathematics teachers is constituted in a gradual and non-linear way, based on relationships established with Mathematics or mathematical objects, suffering influences from the world and other subjects, being crises, elements that trigger this constitutive process.
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Modelagem matemática e teoria da complexidade: diálogo multitemático no ensino superior
(Universidade Federal do Pará, 2021-04-19) SANTOS, Neuma Teixeira dos; BRAGA, Roberta Modesto; ESPÍRITO SANTO, Adilson Oliveira
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Expedição pedagógica: sentidos construídos na formação contínua de professores de Matemática do Campo.
(Universidade Federal do Pará, 2024-01-21) BARREIRA, Jonas Souza; MOURA-SILVA, Marcos Guilherme; GONÇALVES, Tadeu Oliver
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A filosofia da linguagem de Wittgenstein nas pesquisas do grupo de estudos em linguagem e educação matemática da UFPA
(Universidade Federal do Pará, 2024-06-17) BARATA, Rouzicleyde Castelo; SILVA, Paulo Vilhena da; NUNES, José Messildo Viana
This research aims to present aspects of the development of the Study and Research Group on Mathematical Language (GELIM) in its first fifteen years of existence (2007 to 2021), a period in which it was led by its founder Marisa Rosâni (1957-2021). Established in the North of Brazil, the group has dedicated itself to the application of linguistic theories to the teaching of mathematics, taking into account regional particularities. Linked to the Postgraduate Program in Sciences and Mathematics at the Federal University of Pará (UFPA), the group focuses on the study of language, based on Wittgenstein's Philosophy of Language, focusing on understanding the use of language in the context of teaching and learning mathematics. Recognizing the importance and pioneering role of GELIM in studying and applying philosophical linguistic concepts in the school environment, this research proposes the hypothesis that the study group can contribute significantly to the field of mathematics education in the Amazon, raising the following question: How were Wittgenstein's Philosophy of Language approaches reflected in the research productions carried out by GELIM within the scope of UFPA? In order to verify this question, we sought to analyze how the concepts of the Austrian philosopher were articulated in the academic productions of the group in the first fifteen years of its existence. Specifically, we intended to investigate how the definition and application of Wittgensteinian concepts contribute to the constitution of the meanings of mathematical concepts, as well as to classify the academic productions of the group according to the main concepts adopted. A bibliographical research was carried out based on the theses and dissertations published in the referred period, using Bardin's discourse analysis method with interpretations based on the reference used by the group. It is presented that GELIM pioneered philosophical concepts such as language games, use of rules, translation, seeing and seeing as, and ostensive gestures for research in the mathematics classroom. It highlights the importance of placing language as a central point in the process of teaching and learning mathematics, as well as language games, in addition to considering that language games are the guiding thread in the group's research. It is emphasized that the teacher plays a fundamental role in conducting teaching, because, by knowing the appropriate linguistic rules according to the context, he or she can be more assertive and able to resolve misunderstandings. The awareness that language constitutes an essential tool in the educational process is equally fundamental. Thus, it is considered that the proposed objectives were achieved, by highlighting GELIM's contributions in the field of mathematics education, in addition to organizing a compendium of publications and the most relevant aspects of the group, which already has a vast history of action and contribution.
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Epistemologias e argumentos fundamentadores de teses e dissertações em história da matemática para o ensino de matemática (1990 a 2020).
(Universidade Federal do Pará, 2024-03-08) FACCIO, Tatiana; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
This work examines the epistemologies and arguments produced about the use of the History of Mathematics for teaching mathematics in academic theses and dissertations defended in Brazil between 1990 and 2020. The study considered works with approaches to mathematical themes for the final grades of elementary education. This research was developed by examining theses and dissertations with mathematics teaching activities that used the History of Mathematics as a strategy. The access to theses and dissertations occurred through the Brazilian Reference Center for Research on the History of Mathematics – CREPHIMat, which is a digital repository of studies on the History of Mathematics, with broad coverage on the topic. The works were analyzed based on a model, developed by the author, which used as a reference the "paradigmatic matrix" of Sánchez Gamboa (2018). The results showed that the analyzed researches did not present a new epistemology or original arguments about the use of History of Mathematics for teaching Mathematics. It presents suggestions for possibilities for deepening research and expectations for contributing to the development of the field of study, as well as improving the process of teaching and learning Mathematics.
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A Dimensão subjetiva da aprendizagem de professores de física nas ações pedagógicas
(Universidade Federal do Pará, 2023-09-26) YANO, Victtor Takeshi Barreiros; ALVES, José Moysés
The present research, conducted within the framework of the Subjectivity Theory, Qualitative Epistemology, and Constructive-Interpretative Methodology, aimed to comprehend the subjective configuration of the learning action of two physics teachers in the early years of their professional practice. It posits the thesis that teachers, in the initial years of their professional engagement, draw upon subjective, relational, and operational resources developed in prior moments while also developing new resources as they learn to confront current challenges. The investigation took place in a private school in Belém/PA, and instruments employed for engaging in dialogue with the two teachers included observations, questionnaires, sentence completions, essays, and informal conversations. Based on the gathered information, indicators and hypotheses were constructed regarding the subjective meanings produced in the teachers' life history, those associated with the social subjectivity of the school and other training contexts, and the subjective meanings produced during pedagogical action. The hypotheses facilitated the construction of a theoretical model, encompassing the tension caused by the onset of professional engagement and the pandemic; the need to develop subjective, relational, and operational resources to cope with the new demands of remote teaching; the occurrence of necessary learning to produce teaching that motivates students and facilitates their learning, for which subjective, relational, and operational resources developed during the initial training years, especially in internships, were mobilized; as well as the emergence of subjective development configuration resulting from subjective productions related to the master's degree and professional practice, leading to different professional decisions for the two teachers.
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Narrativas e discursos que "movem o mundo" um modelo interdisciplinar para o ensino de ciências nos anos iniciais
(Universidade Federal do Pará, 2023-11-17) ANDRADE, Wagner Muniz de; GONÇALVES, Terezinha Valim Oliver
In this research, I investigate possible relationships between Science teaching, Literary Language and its interdisciplinary potential, through the materiality of the relationship between Language, Science and Education. This work is in line with research from a narrative perspective, of a qualitative nature, which investigates teacher training, encompassing Science teaching, language learning and the relationship between Science and Literature, and is based on Bakhtin's Philosophy of Language, in Training Research in Josso and in Narrative Research, in Clandinin and Connelly. The empirical field was made up of a group of teachers from the initial years of elementary school and graduates of the Integrated Degree in Sciences, Mathematics and Languages for the Initial Years of Elementary Education, from the Federal University of Pará, in a space for continued teacher training. The investment of the Training Research was to analyze more than autobiographical narratives, but to build a narrative about the professional development of the participants, permeated with professional knowledge that can be shared with other teachers in initial or continuing training. The relationship between professional teaching discourse and scientific discourse is put into discussion, understanding that doing and saying are relevant issues in the analysis, since teachers bring their professional experiences, narrating their work and teachers in training present their perspectives on teaching (saying), having as a principle that teachers are producers of knowledge and need to have a space that guarantees their speech about their teaching action. In this sense, the research questions that guide this thesis work are: in what terms do teachers from the initial years of elementary education and students from the Integrated Degree, participants in an extension course, as a research-training context, aimed at a proposal of teaching Science through different languages, appropriate and use scientific language? What views on Science teaching do these teachers and students have? What model of teacher training in the initial years is possible to result from interaction with collaborators, with a view to interdisciplinary teacher training? I defend the thesis that, by exploring the various texts in the aforementioned course, materialized in multiple languages, teachers and students, in the process of initial and continued training, build professional knowledge about interdisciplinary Science teaching and manifest paths for teacher training for the teaching of Science, integrated with the teaching of the mother tongue in the initial years of Elementary School. The methodological procedures included researchtraining, in training meetings, audio and video recordings, analysis of oral and written narratives produced by the participants. The analyzes made it possible to produce a conception of training based on a narrative perspective, understanding training as a process of encounter and displacement based on the relationships between Science and Literature, which constitute the professional-teacher discourse. The narratives that circulated during the training were taken up by the course participants, showing a movement in understanding about the concepts covered in the meaning production course, in relation to pedagogical practices in Science teaching. As for working with language in Science teaching, the expansion of experiences with different forms of language prevailed, especially in the sense of engendering a pedagogical practice. I conclude that teaching strategies that privilege the relationships of Science teaching through Literature can strengthen the development of the production of an interdisciplinary praxis in higher and elementary education.
Desconhecido
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)
Competências digitais de futuros professores: o papel de intervenções pedagógicas para a alfabetização científica e tecnológica
(Universidade Federal do Pará, 2024-05-03) FLORÊNCIO, Felipe Jailson Souza Oliveira; ELIASQUEVECI , Marianne Kogut; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687
The present investigation is situated within the context of the need to prepare undergraduate students in initial teacher education as future educators for the early years of basic education or for youth, adult, and elderly education (EJAI). This preparation aims to equip them to address the demands of contemporary education, which require both the use of digital technologies and mastery of scientific and technological concepts. Beyond improving the use of technologies, this preparation should also foster critical thinking and citizenship education. Thus, the objective of this dissertation was to analyze how pedagogical interventions can promote the development of digital competencies among future teachers in an integrated manner with scientific and technological literacy. The research methodology involved a pedagogical intervention carried out in the first semester of 2023 during a teaching practicum with first-year students of the Integrated Teacher Education Program in Science, Mathematics, and Languages at the Federal University of Pará. This intervention was conducted within the scope of the course “Pedagogical Technological Resources I,” a mandatory curricular component of the program. The intervention comprised three stages: 1. Diagnostic Assessment: identified students’ socioeconomic profiles and their habits regarding digital technologies. 2. Self Assessment: allowed students to reflect on their levels of proficiency in digital competencies based on an adapted framework of the European Framework for the Digital Competence of Educators (DigCompEdu). 3. Activity with the educational product "Science in Question" (Guedes, 2021), a card game designed to foster discussions on the relationship between science, technology, and society. Among the main findings, it was observed that the class consisted of students from diverse age groups, with low household income and limited access to digital technologies. The most commonly used device was the smartphone, primarily for entertainment and communication rather than academic purposes. However, there was an expressed interest in developing digital competencies for educational purposes, such as creating presentations, writing scientific papers, and using digital tools in the classroom. The pedagogical intervention contributed to the development of indicators for students’ scientific and technological literacy, based on the integration of the game’s thematic axes with the structural axes of scientific literacy. Furthermore, the primary outcome of the study is the proposal of an integration matrix linking proficiency levels in digital competencies with indicators of scientific and technological literacy. This matrix is intended to assist educators in designing theoretical practical activities when planning pedagogical interventions. The research highlights the importance of considering students’ socioeconomic contexts in the planning of pedagogical interventions and emphasizes that developing digital competencies, integrated with scientific and technological literacy, is essential for the training of future teachers. The dissertation follows a multi-paper format (or multiple-article format), comprising four scientific articles, each focusing on a specific objective of the investigation.
Acesso aberto (Open Access)
Jogos de linguagem na alfabetização matemática
(Universidade Federal do Pará, 2021-10-21) SILVA, Carlos Evaldo dos Santos; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
The objective of this thesis was to understand the functioning of language, based on Wittgenstein's concept of language game, its function in the acquisition of knowledge and its relevance for teaching numbers in literacy. For this, an investigation was carried out through the teaching practices of a literacy teacher regarding the concept of number. This investigation was based on theoretical-philosophical assumptions supported by the reflections of the second Wittgenstein, more precisely on Wittgenstein's own philosophical therapy and Moreno's Epistemology of Use, also inspired by Wittgenstein. Thus, it was discussed the function of language in the constitution of the concept of number and the epistemological conceptions of number in two perspectives, a Piagetian and a Morenian, and how they can significantly modify the practice of the literacy teacher. The empirical research, which provided the data for the analyses, was carried out with a literacy teacher from a municipal public school in Belem do Para and consisted of observations from a class on numerical writing in the Indo-Arabic Decimal Numbering System. The conclusion reached and announced in this thesis is that the understanding of the functioning of language, based on the concept of language game and that the first relations of the linguistic sense are already epistemic activities, places language at the center of the process educational and points to other possibilities, different from those hegemonically present in the field of Mathematics Education, of conceiving the teaching of mathematics, which may have important consequences in relation to the teaching practices of the teacher who teaches mathematics and the learning of students, especially in literacy.