Artigos - Amaz RECM/UFPA

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/12323

https://diadorim.ibict.br/handle/1/1359

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Agora exibindo 1 - 20 de 25

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O ensino e a aprendizagem de ciências e matemáticas, a transversalidade, a interdisciplinaridade e a contextualização
(Universidade Federal do Pará, 2005-06) LEVY, Lênio Fernandes; ESPÍRITO SANTO, Adilson Oliveira do
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Olhares sobre tendências: o norte de minha práxis
(Universidade Federal do Pará, 2005-06) SANTANA, André Ribeiro de
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A formação do professor pesquisador para o ensino da matemática: uma necessidade na reforma universitária
(Universidade Federal do Pará, 2005-06) MENDES, Iran Abreu
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Uma experiência com o ensino de ciências para membros de comunidades indígenas: a necessidade de atividades abertas
(Universidade Federal do Pará, 2005-06) ROBERTO, Lúcia Helena Sasseron; CARVALHO, Anna Maria Pessoa de
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Vamos introduzir práticas de investigação narrativa no ensino de matemática?!
(Universidade Federal do Pará, 2005-06) ARAGÃO, Rosália Maria Ribeiro de; GONÇALVES, Tadeu Oliver
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As configurações subjetivas de docência e suas transformações no decorrer da trajetória profissional
(Universidade Federal do Pará, 2019-06) RESQUE, Marciléa Serrão; ALVES, José Moysés
In this article, we present a review of a doctoral research, in which we aim to understand the subjective configurations of teaching and its transformations during the professional career of a professor of science and biology. Based on the historical-cultural perspective of González Rey's Theory of Subjectivity. Based on qualitative epistemology, we present a case study, organized from the information constructed through phrases complement, open questionnaire and individual interview. The results show that different configurations of subjective senses of teaching are produced along the professional path and these are deeply linked to their social interactions, in the different contexts in which the teacher has transited since childhood. The adopted framework allowed to give visibility to the concrete subject, in its singular trajectory, which is usually disregarded in the generalizations that result from an approach of the teaching path by cycles.
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O professor formador e as competências em tecnologia de informação e comunicação: Um estudo sobre quais recursos computacionais estes profissionais utilizam na elaboração do seu material didático
(Universidade Federal do Pará, 2011-12) JACON, Liliane da Silva Coelho; KALHIL, Josefina Diosdada Barrera
The academic literature suggests that most of the teacher educatorshave not had the opportunity to habilitate themselves to the incorporation of ICT in the educational context. In order to incorporate the information and communication technologies – ICT –in a pedagogical way that results in real modification in the teaching/learning process, it is necessary to rethink the practices of teacher trainers in the preparation of future teachers. Thus, this article discusses how teacher trainers employ ICT in their academic affairs. In order to understand them and know them better, we did a literature search on the profile of the teacher trainer. There is also a survey about proposals and projects of standards of competence in ICT in teacher education programs. If there are proposals and/or policies for validation, adoption and application of standards of competence in ICT in initial teacher training programs, this implies the need for an approximation with the trainers (teachers of future teachers) to ensure that the standards of competence are gradually included in these programs. It also presents a qualitative survey, whose data were obtained through a questionnaire among the trainers of teachers from licentiateships and bachelor courses in physics and chemistry at the Federal University of Rondônia. The objective of this research was to identify which are the forms of access and ways of using ICT in the process of preparing instructional materials for pedagogical support. The research reveals that the professors of the Federal University of Rondônia have high academic qualifications, have personal computers which they carry to work and, especially, that they use diverse modalities of computer programs to develop their educational courseware.
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O programa EDUCIMAT: ensaios e reflexões sobre a extensão universitária
(Universidade Federal do Pará, 2007-06) VIDAL, Cleice da Luz; SILVA, Daniele Dorotéia Rocha da; MACHADO, Diego Ramon Silva; BARROS, Jônatas Barros e; ALMEIDA, Maria Vani Magalhães; ALMEIDA, Natasha de Queiroz
This article is an initial study on the actions of continuing teacher’s education developed by the Center for Development Support Teaching Scientific of Federal University of Pará, looking from the perspective of undergraduate and postgraduate Fellows from the projects of university extension and its role in policies for basic education. The work takes as its object of study EDUCIMAT Program: Education, Technology and Services in Science and Mathematics Education, developed by this Center in partnership with the University of Amazonia, Pará University Center and Pará State University, with the funding of Ministry of Education. This program aims to improve education in science and mathematics at the Para state region through the continuous education of teachers of kindergarden and elementary school. The working strategy foresees the formation / strengthenin teachers’ groups tutors Pedagogical Centres of Scientific Development Support in the municipalities, through the establishment of Support Groups Pedagogical Scientific Development at (level) specialization. The development program involves the completion of internal seminars, extension courses in the capital and countryside, specialization courses, annual workshops, intellectual and publishing development of modules and annual meetings of Education in Science and Mathematics, bearing, transverse mode, including education, environmental education and indigenous education. The program is offered for four years, beginning in Pará State, with potential to expand to other states, especially in the North, Northeast and Midwest. We recognize the importance of investigating, appreciating and discussing teaching practices in light of theoretical discussions as one of the reasons that can result significant changes in student-teacher relationcontent, whereas expression committed to the relationship between education, research and extension, principle latent within institutions of higher education who seek the social quality education.
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Licenciatura Integrada em Educação em Ciências, Matemática e Linguagens da UFPA: memórias institucionais de um processo de implantação de curso
(Universidade Federal do Pará, 2016-07) MACHADO JÚNIOR, Arthur Gonçalves; GONÇALVES, Tadeu Oliver
Describe the implantion process of the Pedagogical Project of the Course (PPC) that gave rise to the course of Licentiate Integrated in to Science Education, Math e Languages (LIEMCL) of the Institute of Education Mathematics and Scientific (IEMCI) University Federal do Pará (UFPA). Initially, make a summary of the history of the proponent of the course, the Core Pedagogical of Scientific Development Support (NPADC), highlighting actions and guiding principles responsible for their actions formers. Present, in sequence, demands imposed to NPADC as result of a culture of continuous formation of teachers at various levels: update; improvement; specialization; master's degree and doctorate degree. Then, put in focus the deployment process of PPC, highlighting the challenges faced in its approval, as well as, introduce elements that characterize and differentiate from other educational projects of degree courses, this level of education, in operation in the country. To support the narrative present throughout the text, make use of documents-interviews, crafts, minutes, ordinances – that help me counting this trajectory, with routes and the mishaps present in PPC implementation. And, to characterize this process, the title of conclusions and final thoughts, highlight clashes, coming and goings, regarding the demands imposed on the new course.
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Formação inicial de professores: trajetória de um projeto de inserção social
(Universidade Federal do Pará, 2005-06) GONÇALVES, Terezinha Valim Oliver; ESPÍRITO SANTO, Ariadne Peres
A narrative research focused on Environmental Education project towards reflective teachers trainning. Work lasted for two semesters and came to conclusion when teaching practice were taken to basic schooling institutions in the outskirts of Belém, State of Pará, Brazil. University students in trainning wrote reports indicating which elements were most perceived and valued as well as which meanings were attributed to practices in the classroom. Study observed four categories of analysis: the role of a more experienced professional partner; feelings experienced by those involved in the reseach; meanings attributed to the experience; en developments and difficulties observed throughout. Analysis identified the construction of a new trainning culture; problems in teaching cureer; production of professional knowledge; and reflective attitudes.
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Etnomatemática como intermediadora entre os conhecimentos matemático escolar e matemático popular
(Universidade Federal do Pará, 2005-06) SILVA, Francisco Hermes Santos; SOUZA, Evanilde Corrêa
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Educação à distância e formação continuada em ciências: Indicativos para configuração de cursos via internet
(Universidade Federal do Pará, 2010-06) LIMA, Ana Cristina Cristo Vizeu; REGIS, Cicero Roberto Teixeira
This article shows a research about the necessary conditions for the use of distance education via internet in actions of continuous formation of Science teachers. The investigation aimed to show indicatives for one proposal for the use of this kind of teaching for Science teachers in the state of Pará. The methodology used was the narrative and it was analysed the data obtained during the formation courses that had as a support the virtual environment eProinfo/MEC. The results shows us the lack of hability of those teachers concerning to the usage of the necessary distance interaction and also the prejudice and not confidence that was manifested by them. The indicatives referred in a priority way to the preparation of those people for the environment, and also the methodological update in relation to distance education for educators.
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Cursos e percursos, calços e percalços de formadores de doutores em Educação em Ciências e Educação Matemática
(Universidade Federal do Pará, 2012-06) ARAGÃO, Rosália Maria Ribeiro de
The problem put under focus stems from cultivation of doctoral actions, reactions and attitudes of doctors already practising in other areas and that resolve to migrate to the areas of Science and Math Education to take-on collaboration-training for new doctors formation in Science Education or Mathematics Education, in accord with North Regional Brazilian context claims. With this in mind, doctors professionally bound to higher education Institutions – Universities and Federal Institutes – as a NET located in Legal Amazon assume responsibilities which include taking on partnerships in order to increase the number of teachers held for the training of doctors in the newly created NET. Even already being doctors and working in the so-called "hard areas" or in related fields, these doctors seek accreditation in a newly created doctoral program, with desire and willingness to migrate to focus and share scientific-pedagogical training in a high positive quality new doctors in Education Science and Mathematics Education. The "migrant doctors" aim to establish themselves in this new/other program assuming new formative relationships in order to provide both the necessary visibility to this area in its region of insertion, and the production of positive and desirable responses for the academic, scientific and pedagogical advancement of higher education in the training of doctors. These doctors who are working in the NET for accrediting doctor trainers since two years in a developing regional programme will be investigated pursuant to investigative narrative mode of qualitative research, in the light of epistemological, theoretical and methodological foundations of teaching and research. So as, in their accession processes or proposed-resistance the migrating doctors will be investigated especially in relation to both (i) their participation as teachers-researchers held forming quality doctors for this century while generating academic production in the areas being focused on by the NET, and (ii) evidence of interest and commitment as doctors in exercise in the training of new doctors aiming both with the quality of higher education in which they act, and with the improvement of the quality of basic education, and scientific research in the North Region in which this NET works in Brazilian context. The results of this investigation other than to express joy in relation to the quality of the new doctors to be differentiated, certainly imply further efforts of the professors-doctors and researchers in particular, by the conditions of other migrants to the area of Science and Mathematics Education. The propositions and actions thus arising require knowing and awareness of theoreticalmethodological and epistemological issues for this new professional area of expertise. This becomes especially relevant in order to overcome traditional assumptions of a positivist and fragmentary doctoral training position, largely present in these terms in the teacher training process of the last century (XX), but whose cultivation in this century (XXI) becomes essential to discard to abolish the two-tier and hierarchical vision between knowledge and teaching practices, replacing it with another vision put in a political and epistemological perspective.
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Contribuições do estágio no Clube de Ciências da UFPA para a produção de sentidos subjetivos sobre interdisciplinaridade
(Universidade Federal do Pará, 2018-07) RIBEIRO, Rosineide Almeida; ALVES, José Moysés; RESQUE, Marciléa Serrão
Interdisciplinary science education is still not frequent in our schools. At the Science Club of the Federal University of Pará (CCIUFPA), trainees from different undergraduate courses work in teams and have opportunities to experience the construction of interdisciplinary proposals. Inspired by the Subjectivity Theory of Fernando González Rey, we investigated how the interdisciplinary pedagogical practices are subjectively configured for science teachers, graduated from the CCIUFPA and how they evaluate the contribution of this stage to their current interdisciplinary conceptions and practices. We present four case studies of trainee teachers, whose information was constructed through different instruments. In spite of the uniqueness of each trainee's experience, they considered that the internship at the UFPA Science Club expanded their knowledge of interdisciplinarity, taught them how to face and overcome difficulties to carry out interdisciplinary projects, favored the planning and appreciation of team activities, as well as the recognition of the importance of the motivation of junior partners, the contextualization of contents and dialogue in the classroom. The teachers evaluated that the experiences in the CCIUFPA contributed to the construction of their current teaching practice, and two of them reported carrying out, even with difficulties, the interdisciplinary teaching of science in the school.
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Etnofísica e linguagem
(Universidade Federal do Pará, 2015-12) SOUZA, Ednilson Sergio Ramalho de; SILVEIRA, Marisa Rosâni Abreu da
Ethnophysics Knowledge relates to a special class of workers: the craft masters, that is, professionals who have extensive expertise in mobilizing scientific knowledge in fundamentally practical occupations. Our interest is in canoes builders. One question to answer is: how they use language to express their knowledge in science and math? The objective is to investigate the relationship between language and ethnophysics know in the context of building canoes. Specifically we intend: to investigate how the canoes builders express their knowledge about the concept of buoyancy; relate this knowledge to what is learned in textbooks and propose educational guidelines intended to use the ethnophysics in the classroom. We did an ethnographic case study with structured interview a master of a municipality from Pará-Brasil. Initial results show that he uses in his practice the same physical principles of density and buoyancy that would use an engineer or teacher to think about buoyancy; however, the language games mentioned in the interview seem to "mask" the scientific techniques developed in the practice of their craft.
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Análise de narrativas praxeológicas de conexões entre aritmética e álgebra
(Universidade Federal do Pará, 2017-09) PEREIRA, José Carlos de Souza; SILVA, Francisco Hermes Santos da; NUNES, José Messildo Viana
This article is the product of an autobiographical narrative study, which shows an analysis of the praxeologies of the first author, in the context of his professional development as a mathematics teacher. The focus of the analysis is on the various praxeological conflicts that the author experienced during the elaboration and application in the classroom of a didactical proposal for the teaching of polynomial operations in the 7th grade of primary school. In order to analyse his own praxeologies using the didactical proposal he elaborated, the author used Yves Chevallard’s Anthropological Theory of the Didactical (ATD) as the main theoretical reference. The results demonstrated that the personal relations of the first author involved ostensive and non-ostensive types of objects and different tasks and techniques that were either present or not in the didactical proposal he elaborated, revealing past and present praxeologies which composed several different moments of his professional development as a mathematics teacher.
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Menos com menos dá menos, menos vezes menos dá mais: problemas de tradução?
(Universidade Federal do Pará, 2018-07) COSTAS, Dailson Evangelista; MORAES, Mônica Suelen Ferreira de; SILVEIRA, Marisa Rosâni Abreu da
This work has the objective of gathering some of its didactic texts in English into the language, in some instances of teaching and learning, in particular, highlighting, subtracting, multiplying and with positive and negative lots. We seek scholars in translation from the perspective of philosophers, mathematicians and mathematical educators with the purpose of having theoretical references to analyze a translation from the pedagogical point of view. For this, do companies need to acquire, improve, and subtract with multiplication and division, between positive and negative numbers? The methodological meanings taken from theoretical points of view (GRANGER, 1989), the use of symbolism (WHITEHEAD, 1987), the Greek episteme (LIZCANO, 1993), and above all rules and agreements (SEGATTO, 2010). The results of the research are pointed out as usual rule of thumb, preferably, unlike what happens with a single formula of rigor in translation. way of solving it. We also noticed that there are some problems of translating the natural language into a mathematical language and vice versa.
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Currículos e saberes: os discursos que fabricam professores de biologia
(Universidade Federal do Pará, 2018-12) BASTOS, Sandra Nazaré Dias; CHAVES, Sílvia Nogueira
The purpose of this work is to reflect on how discursive processes influence the ways of being a biology teacher. Our attention was focused on the discursive and non-discursive practices that are currently being publicized and institutionalized in the curriculum of the Degree in Biological Sciences of the Campus of Bragança and influence the construction of the subject Biology Teacher. We took as empirical corpus the Catalog of Undergraduate and Graduate Studies from the Center of Biological Sciences of UFPA, a document that brings together course plans of the curriculum that ran from 1997 to 2004. Our analyzes show a curriculum basically focused on the health area, even if it was intended for teacher training. The omnipresence of contents and practices from the field of Medicine silences training components that are intended to prepare for teaching. The result is the development of a vision that enunciates teaching as a side effect, of what is presumed to be a good training in the "scientific" area. The effects of these practices reverberate in the formation of a professional who desires and values specific knowledge, minimizing the other knowledge, especially those of the pedagogical field. The hierarchy of knowledge produces a professional teacher who wishes to live the "glamorous" side of Biology, usually related to conducting research in specific areas such as Genetics and Ecology, as an alternative to the "monotonous" life inside the classroom.
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Aspectos epistemológicos a luz da teoria antropológica do didático subjacentes ao tema transformação linear
(Universidade Federal do Pará, 2017-09) MATOS, Fernando Cardoso de; PEREIRA, José Carlos de Souza; NUNES, José Messildo Viana; GUERRA, Renato Borges
Our purpose in this article was to reveal the epistemological aspects in the light of the anthropological theory of the Didactics are underlying the theme linear transformation in the textbook adopted for the teaching of Linear Algebra at the Federal Institute of Pará, revealing evidence of the dominant epistemological model, analyzing two types of tasks. The analysis of the didactic book is a reference for the elaboration of conjectures regarding the type of teaching that is being developed of a certain knowledge, in a certain institution. The Theory helped us to discuss Mathematical Organization and Didactics of the book in terms of the gender of tasks and task types, techniques and justifications of the rationale of mathematical object linear transformation. The reason for being to teach this object is given by the direct application of the definition, because the students should ask themselves when reading the proposals of the tasks enunciated by the authors, so that and why to study this subject? Some tasks are solved with the contents seen in high school, as a function as technology, not making it clear to the reader that it is a transformation from one vector space to another. We conclude that in the types of tasks discussed it was possible to give evidence of the dominant epistemological model, which we consider the direct use of the definition of linear transformation.
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Usos/significados de geometria mobilizados por estudantes na formação inicial
(Universidade Federal do Pará, 2018-12) MOURA, Anna Regina Lanner de; BEZERRA, Simone Maria Chalub Bandeira
The objective of this study is to problematize the uses / meanings of geometric concepts mobilized by the school practice of puzzles solving, "The Hat of the Clown", in the context of the discipline Supervised Internship, with the purpose of broadening the understanding of the mathematic teacher initial formation for other ways of looking at mathematics. The analysis of the research corpus, referenced in the philosophical therapy of Wittgenstein and the Derrida deconstruction concept, consists of the fictional dialogue between students and the teacher giving the lesson. The dialogue problematizes the unique uses / meanings attributed to the geometrical concepts, in practice in focus, supposedly arising from an essentialist and universal view of mathematics, instituted in the school, and points towards an approach used also in non-school cultural practices

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