Dissertações em Educação em Ciências e Matemáticas (Mestrado) - PPGECM/IEMCI

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2293

O Mestrado Acadêmico iniciou-se em Maio de 2002 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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Alcances, possibilidades e impactos de metodologias em educação patrimonial ambiental
(Universidade Federal do Pará, 2010-04-27) OLIVEIRA, Rômulo José Fontenele; SILVA, Maria de Fátima Vilhena
The research in question evidences the dialogue between constructivist‟s principles, Environmental Education and Heritage Education taking as source the educative activities of 11 teachers to identify them as proposals of the Environmental Heritage Education. The teachers have as common existential moment the fact to have participated of the Workshop of carried through Heritage Education in March of 2006 the city of Vigia de Nazaré-Pará. The Environment Heritage Education is being constructed in the Group of Environment Heritage Education of the Institute of Mathematical and Scientific Education of the UFPA and considers the environment with its dimensions natural, social and cultural as patrimony that it needs also to be valued as object of study and quarrel in the education in general. The research walks for the plurality and methodological trespass using contribuicions of the qualitative research, phenomenological research, study of case and research-action with the main objective to analyze you reach them, the possibilities and the educative impacts of the methodological proposals in Environment Heritage Education used by teachers of the city de Vigia de Nazaré in its pertaining to school activities with the pupils. The data had been assimilated by means of interviews and accompaniment of the activities of the teachers' schools or other places of Vigia. The results disclose that the methodologies in Environmental Heritage Education had reached the level of infantile education, the initial series of basic education, the inclusive education of deficient appearances and the education of young and adults by means of lessons and small pertaining to school projects. As possibilities it can extend itself in general for the inclusive education, average and superior education and be part of the curricular matrix or the calendar of activities of the schools and the city. The main impact of these methodologies was to promote the identification of professors and pupils as elements of the environment-patrimony and the taking of conscience to carry through the socioambientals combat in defense of natural, historical, social and cultural the inheritance of the community that it needs to be preserved for the future generations.
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Sentidos subjetivos da docência: subjetividade e identidade docente de uma professora de ciências.
(Universidade Federal do Pará, 2019-04-29) OLIVEIRA, Bruna Lívia da Silva; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831
In general, research in the area of science education has been more concerned with the intellectual dimension of the subjects, without considering the affective dimension of the relationships. The Subjectivity Theory of González Rey has been guiding different studies within the psychology of education and, more recently, has guided research in the area of science education, which has allowed discussions of a new idea of formation and learning, related to a subjective dimension of human development. This study is part of research in the area of science education that makes use of theory and, in this way, aims to investigate what conditions produce changes in the subjectivity of a science teacher in the direction of the constitution of a teacher identity in the perspective of the Subjectivity Theory of González Rey. The methodological course is based on Qualitative Epistemology, which considers the production of knowledge as a process that must be at the same time constructive-interpretative, singular, communicative and dialogical. For the accomplishment of this research, a professor of Sciences came from the course of Degree in Natural Sciences with Qualification in Biology, of the State University of Pará. For the construction of the information were used sentence complement, interview and writing. In the case studied, I investigate the subjectivity of the teacher Jessica who even after completing her undergraduate course did not have the desire to be a teacher, but entering the classroom context ends up identifying with the profession and recognizing herself as a teacher. The relationship that I made with the study and analysis of the theoretical reference of the area of formation of science teachers, with the study and analysis of the theory of subjectivity, and also with the empirical context during the development of the research, allowed me to elaborate a theoretical model , which I did in an attempt to promote a greater understanding of the constitution of the teacher identity of the science teacher from the perspective of Subjectivity Theory. This theoretical model was elaborated in three axes: valorization of the profession by the subject, valuation of the subject in the formation process, significant and diverse experiences. Based on this research, I consider that the constitution of the teaching identity of the undergraduate student should be a priority of the training courses, so that the student still in his initial training course can begin to recognize himself as a teacher.
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Desenvolvimento de competências científicas por meio de sequências de ensino investigativas em um clube de ciências na Amazônia paraense.
(Universidade Federal do Pará, 2023-09-01) TABOSA, Clara Elena Souza; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729
In this research, we propose to understand the relationships between Inquiry and the development of Scientific Skills based on the following question: which Scientific Skills can be developed by students during experimental activities proposed in Inquiry’s Teaching Sequences carried out in the Science Club Prof. Dr. Cristovam W. P. Diniz? To do this, we take into account the main historical, social, political and economic aspects that led to the emergence of Competency-Based Education. As a methodological option, we carried out a Bibliographic Analysis of three dissertations produced by teacher-monitors who graduated from the Club. Thus, our research data was constituted from the transcriptions of the dialogues between the teacher-monitors and the Science Club students that we found in the dissertations chose. We used Content Analysis to find, in these dialogues, categories that could be associated with Scientific Skills. From this analysis, five categories emerged that relate to the conceptual, procedural and attitudinal dimensions of Scientific Competences: concept identification and description; causal explanations and logical-deductive reasoning; conceptual learning; description of materials/procedures and elaboration/testing of hypotheses; and teamwork and engagement. In response to the research question, we concluded that the use of Inquiry in Science teaching contributes not only to the teaching and learning of scientific concepts, but also to the development of Scientific Skills of a conceptual nature, such as critical scientific thinking, procedural, such as the elaboration and testing of experimental hypotheses, and attitudinal, such as engagement and teamwork.
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Educação matemática e transtorno do espectro autista (TEA): uma análise das pesquisas dos programas de pós-graduação da área de ensino.
(Universidade Federal do Pará, 2024-02-29) ATAIDE, Clarissa Raimundo de; SALES, Elielson Ribeiro de
People with disabilities, mental disorders, high abilities/giftedness, as a matter of right and duty, have been increasingly present in schools. It's relevant to say that in addition to embracing them by enrolling them, schools have been trying to include these students in regular classrooms, thus promoting better quality teaching and accessibility. In that regard, this research aims to present an overview of the analysis carried out in stricto sensu postgraduate programs in mathematics tutoring from 2011 to 2023 that address the teaching and learning process of students with Autism Spectrum Disorder (ASD) in mathematics classes. The general objective is to analyze the research of the stricto sensu postgraduate courses in the Mathematics Education Teaching Area, which address the development/process of teaching and learning in mathematics classes with students with Autism Spectrum Disorder (2011-2023). This is a bibliographical research, based on Lakatos and Marconi (2003). The database managed was the Sucupira Platform and the Brazilian Digital Library of Theses and Dissertations in Postgraduate Programs, with an emphasis on the words: "Autism", "Autistic", "ASD" and "Teaching Mathematics". The methodological approach is quantitative, based on Severino (2007) and Marconi and Lakatos (2003), both of which corroborate the aim of looking at works that have already been published. Considering the sources, that can be cartographic material, written press and others, this study considered the publication of theses and dissertations, resulting in 26 researches found, which served as support for characterizing the categories of analysis in this study. It should be stated that the surveys considered are only those consistent with the field of Mathematics Education and refer to the development/process of teaching and learning in Mathematics classes for students with ASD. Based on the results and discussions, it can be concluded that some studies are similar in terms of the same theoretical support, which is Vygotsky, as well as studies that make reference to Trends in Mathematics Education. The authors discuss concrete materials, manipulatives, Montessori materials, technological games, mathematical games, adaptations of activities and/or curricula and visual resources such as images. These studies predominantly discuss the inclusion of people with ASD in teaching and learning.
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Ciências no currículo do curso normal rural da vila de Santa Izabel, Estado do Pará (1931- 1936)
(Universidade Federal do Pará, 2024-05-02) NUNES, Joás Murilo; ALVES, José Jerônimo de Alencar; BARROS, Jônatas Barros e
This research aims to shed light on a little-explored aspect of the interface between the History of Science and Education in the Amazon: the inclusion of science in school institutions in the interior of the state of Pará. The object of the research is the Rural Normal Course, established at the Antônio Lemos College, located in Santa Izabel do Pará, in 1931. This institution, a historical heritage site, still draws attention today due to its monumental architecture, especially if we consider the contrast with the town which, at the time it was created, was an agricultural center in the northeast of Pará. The course was aimed at training elementary school teachers to work in schools located in rural areas of the state, which was in line with the movement for the ruralization of education in Brazil, which was expanding at the time. With this in mind, our aim was to analyze the conditions that made it possible for science to be included in the syllabus of the Rural Normal Course, created in 1931. To achieve this, the research was guided by the following questions: how did these sciences and the course that housed them find the conditions to become viable in the local culture? What were these sciences, how were they represented and how were they situated in relation to the other subjects within the teaching programs adopted? The concept of culture and representation coined by Hall (2016) was fundamental to the analysis of historiographical sources, such as government decrees and regulations, teaching programs and other discourses that became part of local culture. These primary sources were consulted in the archives available in the collections of the Hemeroteca and Rare Works Section of the Arthur Vianna Library and in the collection of the Public Archives of the State of Pará, both located in the city of Belém-PA. Among these representations were those calling for the implementation of a rural education oriented towards the practice of agriculture that would be efficient, intensive and, at the same time, with a deep appreciation for the land and nature, in order to deal with the problem of the rural exodus faced at the time. The scientific subjects that were adopted in the program of the Santa Izabel Rural Normal Course were: Natural Sciences, in 1931 and Physical and Natural Sciences, in 1934.
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O Professor como tradutor da linguagem matemática : um enfoque nos atos comunicativos presentes na sala de aula sob a ótica dos estudos da tradução
(Universidade Federal do Pará, 2024-05-27) PEREIRA, Darlan Douglas Barros; SILVA, Paulo Vilhena da
This dissertation aims to describe the language games of the translation type, which is found in the teaching of mathematics in Elementary School II, from the perspective of translation studies. This is an exploratory and field research, of a qualitative nature, which was developed through Discursive Textual Analysis, based on investigations/observations carried out in the school environment, that is, with two teachers from a municipal public education network, in two different regions of Pará, the first in the municipality of Marapanim and the second in the municipality of Curuçá. Initially, guidance was sought from the perspective of authors who address the topic in question, with the ideas presented by the main commentators of Wittgenstein's “Philosophical Investigations” being highlighted as the focus of the research. From this investigation, it was possible to observe the language games that are immersed in the communication process present in the act of teaching mathematics, highlighting the game of the translation process, examining the rules that govern this language game based on the observation of the types and, consequently, characteristics of this translation. Based on the reflections made on translation present in mathematics teaching, it becomes evident that the intentionality of the teacher/translator is one of the inseparable factors of their pedagogical practices, making it necessary to reflect on the understanding of mathematics teaching under the perspective of translation studies. As a result, the translations described in this dissertation highlighted the main characteristics present in these translations, such as: Mastery of the source and target languages, Plurality of versions and cultural variation. In line with this, emerging characteristics were also observed in the translations made by teachers in general, which would be discourse, understanding, interpretation and reformulation and the search for equivalences, as well as the construction of comparisons. In addition to what has already been said, it was observed in the classes of the two teachers studied that these teachers, in their language games (translations), had their pedagogical practices based on the paradigms “fidelity versus betrayal” and “translating meaning or word”. The results indicate that it is still possible to observe that the vast majority of mathematics teaching does not take into account the language that is being used to explain a certain mathematical object/content. And according to authors presented with regard to teaching mathematics, this process will allow students to not understand what the teacher is explaining.
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Desvendando mitos na educação matemática: como pseudo-histórias afetam o ensino
(Universidade Federal do Pará, 2024-02-22) ARAUJO, Demetrius Gonçalves de; BRANDEMBERG, João Cláudio
This research aimed to investigate the origins and emergence of Pseudo-stories in mathematics teaching. The study highlights three of the main Pseudo-histories of mathematics and analyzes how they are transmitted and perpetuated, including their dissemination in books and media. Furthermore, the work proposes measures to correct or minimize the impact of Pseudo-histories on the perception of the history of mathematics. The research covers the Pseudo-histories of mathematics that emerged from the 19th century to the present day. Secondary sources will be used, such as books, articles and published research, as well as primary sources, such as historical documents. The study will adopt a bibliographic approach, with critical analysis of the sources. The analysis method proposed by Martins (2000) will be applied to verify the veracity of Pseudo-stories, with adaptations for the cases of Archimedes' Crown, Newton's Apple and Bhaskara's Formula. In this way, the research seeks to expand knowledge about the impact of Pseudo-stories on mathematics teaching and contribute with proposals for a more accurate perception of mathematical history.
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Matemazônia: textos estranhos que se entretecem
(Universidade Federal do Pará, 2024-03-07) MACHADO, Érick André Lima; LUCENA, Isabel Cristina Rodrigues de
Acesso aberto (Open Access)
Adaptação transcultural e validação do Metacognitive Knowledge in Mathematics Questionnaire (MKMQ) para o contexto brasileiro.
(Universidade Federal do Pará, 2023-09-11) BRAUN, Layane Caroline Silva Lima; GONÇALVES, Tadeu Oliver; SILVA, Marcos Guilherme Moura
Mathematical metacognition is a variable associated with high mathematical performance and is also an important predictor of self-regulation of learning. In the Brazilian context, to date there is no validated instrument that measures students' metacognitive knowledge of mathematical learning. The present study aims to cross-culturally adapt and validate the Metacognitive Knowledge In Mathematics Questionaire (MKMQ) for the Brazilian context. The guidelines for the instrument's cross-cultural adaptation process followed five Stages proposed by Beaton et al. (2000), as follows: Translation, Synthesis of Translations, Back Translation, Committee of Experts and Pre-test. The psychometric analyzes were evaluated using a sample of 434 participants of Elementary School II students. Validity Evidence occurred through Descriptive Analysis, Confirmatory Factor Analysis, Internal Consistency, Content Validity, Criterion Validity, Invariance Test and Evidence of Known Groups (gender, age, school year and school). The study population consisted predominantly of females, representing 56.68% of the total participants, aged between 11 and 18 years enrolled in the sixth (n = 109), seventh (n = 95), eighth (n = 163) and ninth (n = 67) school years of two different schools (School 1: 196 and School 2: 238), both public/state. The Metacognitive Knowledge In Mathematics Questionaire (MKMQ) by Efklides and Vlachopoulos (2012) was validated for the Brazilian version, in seven factors and 44 items, showing adequate psychometric properties in the cultural context of the Brazilian population. While Multivariate Analysis of Variance showed a significant difference in the mean scores of the MKMQ scale factors between males and females (F (7, 426) = 3530.409, p ≤ 0.001; Pillai Screening = 0.983; 2p = 0.98), also among schools (F (7, 426) = 3563.776, p ≤ 0.001; Pillai Screening = 0.983; 2p = 0.98). Research shows that there is a positive relationship between Metacognition, Mathematics and the educational environment. Being a great ally when used correctly by teachers, to know and measure the metacognitive skills of students.
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Problematizações indisciplinares de práticas matemáticas sobre o açaí na formação inicial de professores da/na Amazônia paraense.
(Universidade Federal do Pará, 2024-04-25) MONTEIRO, Luis Paulo Carvalho; SOUZA, Elizabeth Gomes
This research adopts grammatical-deconstructionist therapy as its main approach, grounded in a self-reflective, questioning, and open dialogue. This format allows for the practice of decoloniality in shaping a transgressive writing, free from classic models of research reports. The questions raised were formulated during the production and study of the dissertation, aimed at problematizing the themes addressed. Our objective was to problematize, in an undisciplined manner, the sociocultural practice of consumption, production, and use of açaí with future teachers, and to identify the effects and emotions generated by such problematization. A course was organized at the Institute of Mathematical and Scientific Education of the Federal University of Pará (IEMCI-UFPA), consisting of four biweekly meetings on "Teaching Mathematical Practices in/of the Pará Amazon: The Case of Açaí," starting with a cultural research archive composed of clarification notes, videos, audios, images, reports, hyperlink and transcriptions about the practice of açaí. The analysis adopted a decolonial and undisciplined perspective, using transcripts from the meetings as a reference. The selection criteria considered the approach to the practice of açaí and its effects on human lives and other natural beings, providing insights for reflection along with academic literature. The research reveals cultural, environmental, social, and economic erasures resulting from the project of coloniality in the sociocultural practice of açaí, impacting biodiversity and the food and cultural reference in the Pará Amazon
Acesso aberto (Open Access)
A Matematica nos barcos: um estudo etnomatemático com carpinteiros navais de Mocajuba – PA
(Universidade Federal do Pará, 2024-02-15) DIAS, Robson do Carmo Dutra; QUARESMA, Joao Cláudio Brandemberg; http://lattes.cnpq.br/3873561463033176
The research entitled "Mathematics in Boats: an Ethnomathematical Study with Naval Carpenters from Mocajuba – PA" aims to analyze the mathematical knowledge present in the socio-cultural activities of naval carpenters from Mocajuba-PA, seeking to understand how this knowledge was or is acquired, how it is applied in the construction of vessels, and what relationships it may have with school mathematics. Within an Ethnomathematical approach, which considers the different ways of doing and knowing mathematics among different cultural groups, the research provides a general framework on artisanal shipbuilding in the Amazon, portraying and describing the geography and histories of the research site and the Amazonian-riverine peoples. The theoretical framework is supported and discussed by authors such as D’Ambrósio (1996, 2001, 2022); Knijnik (1993, 2004); Lucena (2002, 2005); Pantoja (2015), Mendes and Farias (2014), among others. Data production was carried out through observation and interviews with three artisanal naval carpenters, who possess knowledge of extreme importance for the research. The treatment and critical analysis of the produced data were conducted through content analysis, in order to unveil the configurations of these knowledges. The findings show that the carpenters are individuals endowed with various knowledge about their culture, their profession, and the place where they inhabit. Empirical knowledge, coming from other more experienced carpenters or acquired in day-to-day experiences. The more experienced carpenters have a greater load of knowledge compared to the younger ones, due to the fact that they have had more contact and experience with the tasks of the profession. From the analysis of the mathematical knowledge involved in the practice of naval carpentry, the results show the presence of mathematical concepts in the fields of Geometry, Algebra, and Arithmetic that are applied and transmitted to their apprentices over the years. These knowledges are essential for the construction of stable, safe, and quality vessels, and their transmission is fundamental for the continuity of this socio-cultural practice.
Acesso aberto (Open Access)
Atividades de divulgação científica em aulas de química orgânica sobre automedicação
(Universidade Federal do Pará, 2024-07-29) SANTIAGO, Ellen Sharlise Barbosa; PESSOA, Wilton Rabelo
Scientific Dissemination (DC) works to democratize knowledge and scientific literacy, which is fundamental for forming conscious citizens engaged in discussions and decisions about relevant societal issues. It transfigures scientific and technological information into accessible language, promotes the problematization of socioscientific problems, and contributes to the formation of public opinion. In schools, scientific dissemination activities, including reading Scientific Dissemination Texts, can be used by teachers to contextualize content and promote debates on relevant topics, such as self-medication, the theme of this research. This practice, growing in Brazil due to the lack of qualified professionals and political, economic, and cultural factors, can be discussed in the classroom to develop students' criticality and awareness of its impacts. Scientific literacy is essential for students to understand Chemical concepts related to self-medication and actively participate in discussions on the topic. The research was carried out at the Irmã Laura de Martins Carvalho State High School, in Canaã dos Carajás - PA, and focused on how scientific dissemination activities can promote scientific literacy in Chemistry classes for 3rd-year high school students. The specific objectives were to use scientific dissemination activities to improve the understanding of chemical concepts, identify contributions of these activities to scientific literacy, and evaluate students' perception of self-medication and its impacts on health. The research approach was qualitative and analytical-descriptive, using participant observation and content analysis according to Lawrence Bardin. The educational product developed included a didactic sequence based on the 5E method, which incorporates scientific dissemination activities to address the topic of selfmedication in Chemistry classes.
Acesso aberto (Open Access)
Práticas pedagógicas no ensino superior: um estudo sobre a docência em cálculo I no contexto da formação de professores de matemática.
(Universidade Federal do Pará, 2025-02-17) CORDEIRO, Ananda Ferreira; BORRALHO, António Manuel Águas; http://lattes.cnpq.br/3404547486428285
Acesso aberto (Open Access)
Ensino de matemática e língua portuguesa no 1º ano do ensino fundamental: uma experiência interdisciplinar de letramento por meio de cantigas de roda
(Universidade Federal do Pará, 2024-05-22) MELO, Deymissa Sousa de; MANFREDO, Elizabeth Cardoso Gerhardt; http://lattes.cnpq.br/5159121717599196; https://orcid.org/0000-0002-5391-0097
This study aimed to analyze the development of an interdisciplinary practice, involving mathematics teaching and Portuguese language teaching in a 1st year elementary school class, with the textual genre cantiga de roda as an integrating axis. This is a research into the practice itself, with qualitative research methodology, although it presents quantitative data with the aim of validating the research observations. Its theoretical framework was studies on literacy and the use of literary texts in mathematics classes. The research took place in 2022, in a 1st year elementary school class at an urban school located in the southeast of Pará, in the city of Parauapebas. The instruments used in the research were the diagnoses carried out by the class: initial, procedural and learning verification diagnosis, the research teacher's field diary, records in students' notebooks, as well as activities, photo records, videos and the transcriptions of the class audios recorded during the observation. The results show that the students were able to develop the Portuguese language and mathematics skills expected for the 1st year of elementary school, as foreseen in the National Common Curricular Base, based on the work developed with the textual genre cantiga de roda. It was found that listening to students and validating their opinions and resolution methods, based on field records, allows for greater interaction in classes and, with this, the development of new methods of solving a problem or challenge presented. It is understood that the teacher needs to develop integrative practices, since students are able to learn multiple knowledge from different teaching areas mutually, facilitating the approximation of the knowledge brought by the school to the knowledge learned outside this context. From the results obtained, the educational product entitled: integrating Portuguese language and mathematics in the 1st cycle of literacy was generated, with the purpose of offering suggestions for literacy practices in Portuguese and mathematics, based on didactic sequences of the textual genre cantigas de wheel.
Acesso aberto (Open Access)
Por entre saberes ambientais e cultura ribeirinha: elementos da abordagem CTS na prática de professores de Ciências
(Universidade Federal do Pará, 2023-06-05) SILVA, Cliciane Magalhães da; PERES, Ariadne da Costa; http://lattes.cnpq.br/5424406285707749; https://orcid.org/0000-0001-9228-3690
In this text, the result of the research is highlighted, whose problem was to verify how the elements of the Science-Technology-Society (STS) approach are constituted and characterized in narratives and practices of teachers who teach Science in the final years of elementary education in a riverside school. It is noteworthy that teaching with a STS approach is mediated from socio-scientific themes, leading the student to critical decision-making with a scientific basis, with the school being responsible for encouraging this type of attitude. In practice, the proposal of environmental knowledge is effective through diversified actions of a critical and reflective environmental education that walks towards the construction of a possible future. As for the methodology, the empirical material collected was treated in the light of the theoretical proposition of content analysis, proposed by Bardin (2016) and Gibbs (2009). An educational product entitled “Solid Waste: Use of LAPBOOK in Science Teaching” was created, with a CTS perspective, being a teaching guide as a theoretical and methodological contribution as an alternative to lapbook production, using various teaching strategies and different teaching resources. The analysis of the result points to the identification of elements of the STS approach dialoguing with environmental knowledge taking effect in the educational field through environmental education. Considering the clear importance of an education that contributes to the formation of active agents in society, it is believed that for there to be progress, it is necessary that practices in STS be developed from the initial stage of education and that there be the application of investments in teacher training in STS, enabling the effective discussion of this approach in schools.
Acesso aberto (Open Access)
Aprendizagens conceituais, procedimentais, atitudinais e o ensino por investigação em um clube de ciências
(Universidade Federal do Pará, 2024-02-29) RODRIGUES, Breno Dias; Malheiro, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
This investigation addressed the teaching and learning of conceptual content, procedural and attitudinal issues at the Prof. Science Club. Dr. Cristovam W. P. Diniz – which develops pedagogical practices with an Inquiry Teaching approach for Basic Education students – and we sought to analyze the learning expressions of the content in its three-dimensionality in the graphic records (writings and drawings) produced by club students during the Writing and Drawing stage in an Investigative Teaching Sequence entitled the “problem with the hydracor marker”. This didactic proposal addressed the Paper Chromatography experiment and the concepts of substances, mixtures and pigments, based on the problem “How to identify whether each marker has one or more colors in its ink?”. The process was conducted in two meetings with four stages. The participants were 25 club students from the 5º, 6º and 7º years of Elementary School, and 13 volunteer teacher-monitors, including the researcher. It was an applied and interventional research of an exploratory-explanatory nature, with a qualitative approach, characterized in two types: a) participant research – for planning and conducting an educational process at first; and b) documentary, since the 25 graphic records (corpus) treated by Content Analysis were analyzed, with the interpretation being based on the analytical model of Rodrigues and Malheiro (2023a). The analytical movement constitutes the categories that represent the procedural of students and learning: Manipulative descriptiveness and investigative fidelity in learning (a priori); conceptual, phenomenological and creative learning; and Subjective and socio-emotional aspects in investigative learning (both a posteriori). Some records were covered in full as representative, with 5, 3 and 2 corresponding to the categories. The results showed that the writings and drawings have particularities that are close to the characteristics of each dimension of the content, but that, in general, articulately contemplate all, whose tendency of the present aspects were the description of the experimental investigative stage, the manipulative and conceptual aspect, the indication of results and, in some cases, the expression of feelings and emotions in a collaborative process. As for the relationship between graphic records, the three-dimensionality of the content and teaching through investigation in the context of this science club, there is the (self)evaluative nature of these knowledge systematization instruments for procedural, creative, autonomous and evaluative learning for club members.
Acesso aberto (Open Access)
Geometria analítica nos livros didáticos: uma análise do modelo epistemológicos dominante para o ensino de cônicas no ensino médio
(Universidade Federal do Pará, 2023-08-04) BORGES, Thays de Souza; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
The objective of this work is to carry out an investigation into high school books from public schools in Pará, in order to identify the dominant epistemological model in exposing the content of analytical geometry, in particular, the study of the geometry of conics, taking it yves chevallard's (1999) anthropological theory of didactics (TAD) and the reference epistemological models developed by Benito (2019), in his doctoral thesis, were used as reference. The adopted methodology was the bibliographical qualitative research. The choice of books was made according to their acquisition in the public network and based on the National Textbook Program (2020). We also seek to carry out a survey of scientific studies, such as those of: Macena (2007), Oliveira (2011), Siqueira (2016) and Jesus (2017), to understand how the learning of conic figures develops in High School . Regarding the performed analyses, we identified that although there is a distinction between the authors' predilection regarding which geometry to work on teaching and learning conics, analytical geometry stands out in relation to synthetic geometry. It is thus concluded that the content on Conics still receives a very algebraic treatment in basic education.
Acesso aberto (Open Access)
As sistemáticas em livros didáticos do ensino médio: considerações epistemológicas sobre os conteúdos escolares de biologia
(Universidade Federal do Pará, 2023-06-22) MENDES, Robson Corrêa; VIEIRA, Eduardo Paiva de Pontes; http://lattes.cnpq.br/2902323640527915; https://orcid.org/0000-0003-1641-7014
The classification system of living beings has shown changes in its criteria throughout history. This research is a qualitative analysis of the content of the systematics of living beings in biology textbooks. This work aims to analyze in what terms the contents of systematics of living beings are present in the didactic material of biology that is being disseminated in public schools in Brazil, since these books were selected by the PNLD 2021 according to the new BNCC, which proposes the replacement from curricular fragmentation by the interdisciplinary approach by Area of Knowledge, aiming at the development of competences. Seven books from four publishers approved by PNLD 2021 valid from 2022 to 2025 were selected. The content analysis was based on some aspects of Bardin (2016), aiming to recognize aspects of the presence of this content. For this analysis, five categories were created, which will be assigned three classifications, depending on the content presented in each collection, these categories are: Historical approach to evolution; Presentation of phylogenetic and cladistic systematics; Presence of Taxonomy; Coherence between classification and evolution; Importance of knowing and preserving biodiversity. It was understood that the BNCC presents few proposals for these contents and the way in which these contents are presented portray the same failures of PNLD's from previous years.
Acesso aberto (Open Access)
As matemáticas no cotidiano de pessoas idosas da comunidade São José Operário, Belém-Pa: uma análise a partir da educação matemática crítica
(Universidade Federal do Pará, 2023-03-16) MOREIRA, Elinalda da Silva; SALES, Elielson Ribeiro de; http://lattes.cnpq.br/5467537517169068; https://orcid.org/0000-0001-6242-582X
This research aimed to analyze mathematics education, from a Critical perspective, in the daily lives of elderly people and as specific objectives: to describe mathematics in their daily lives and to identify mathematics throughout the lives of elderly people. The theorists who base this research are: Skovsmose, D’Ambrosio, Freire and others who contribute significantly to the construction of references. In order to produce the data, interviews were conducted with 6 elderly people, 4 women and 2 men. The locus of this study is the São José Operário community, located in the Bengui neighborhood, in Belém do Pará. The methodology is based on a qualitative approach, through case study, with semi-structured interview, focusing on Critical Mathematics Education, anchored in the studies of Skovsmose (2001, 2005, 2007, 2012, 2021). The results reveal that elderly people interact with mathematics in their daily and religious activities, they also bring “traumas” from the methodology used in the past to teach mathematics, since at the time, traditional teaching was used, based on the use of “palmations”. The categories reveal that because it is a rigid teaching, there was no continuation of studies, leading them to informal work, a reflection of a banking education evidenced by Freire, where the student was a being without opportunities for questioning and reflection in the classroom.
Acesso aberto (Open Access)
Entre banzeiros e remansos: memórias da professora Ionete da Silveira Gama
(Universidade Federal do Pará, 2023-04-13) RODRIGUES, Josivana de Castro; SILVA, Carlos Aldemir Farias da; http://lattes.cnpq.br/7226908910873590; https://orcid.org/0000-0001-5463-1316
Memory is humans’ ability to preserve meaningful things that happened in the past. By making us remember events, it allows us to tread again important pathways of collective and individual human trajectories. In this dissertation, our objective is to recollect fragments of the memories of a teacher, Ionete da Silveira Gama, in order to understand how her life experiences influenced her music, and how did it relate to primary school contents she taught in riverside cities in the countryside of the state of Pará. Her memories as a teacher make us understand how important it is to use work methodologies which include the sociocultural experiences of students to teach contents from different school subjects, from an interdisciplinary standpoint. We ask ourselves how does Ionete Gama’s music blend Amazonian cultural elements with the natural sciences in an interdisciplinary perspective, and how can it be connected to the themes taught in Primary School? To reach this goal, we recorded fragments of her life’s story through interviews, so as to understand her trajectory, emphasizing the reminiscences of her childhood by the Amazonian riverside and of the years she dedicated to teaching river dwellers. These interviews were written down and became an (auto)biographical narrative that is complimented by her images and documents. In this dissertation, we give pride of place to six songs that refer to environmental aspects that are integral to the Amazonian culture and, based on them, we elaborated illustrated stories for children. The stories are aimed at the primary school level of education.