Programa de Pós-Graduação em Ensino de Ciências e Matemática - PPGecim
URI permanente para esta coleçãohttps://solaris.ufnt.edu.br/handle/123456789/83
O Programa de Pós-graduação em Ensino de Ciências e Matemática (PPGecim) oferece o curso de Mestrado Acadêmico em Educação em Ciências e Matemática e congrega em seu quadro: servidores e docentes doutores efetivos da Universidade Federal do Norte do Tocantins que se proponham a atuar na formação acadêmica – nível Mestrado – de mestrandos nas áreas de Biologia, Química, Física, Matemática, Pedagogia e Educação e desenvolver estudos e pesquisas no campo da Área de Ensino de Ciências e Matemática
Navegar
40 resultados
Resultados da Pesquisa
Item TRILHAS INTERPRETATIVAS EM ESPAÇO NÃO FORMAL NO ENSINO DE CIÊNCIAS(2023-02-09) SANTOS, Iasminy Sampaio Mascarenhas dos SantosThe present work sought to analyze the possibilities of implementing interpretive trails as a strategy combined with the teaching of Science in non-formal spaces. The trails suggested for construction took place in two spaces: in the Parque Ecológico Urbano Cimba and in Via Lago- Prainha, both located in Araguaína-TO, with the intention of using the places not only as places of leisure and visitation, but also as a space non-formal education, being able to provide science teachers and students with an educational resource and visitors with information necessary for the conservation of environments. For this, this work was divided into two chapters, with chapter 1 a qualitative analysis through a State of Knowledge of 21 academic works on the platform of the Brazilian Digital Library of Theses and Dissertations (BDTD), the use of interpretive trails in the teaching of Sciences as a pedagogical strategy. Based on the analyses, the use of interpretive and ecological trails was identified in the teaching of environmental education/environmental sciences in order to promote conservation and environmental awareness and ecology, addressing ecological relationships, ecosystem and biotic and abiotic environments, as well as environmental resources, in addition to the use of the e-Trilha application as a digital pedagogical resource. Chapter 2 dealt with the possibility of implementing two interpretive trails in two different spaces in the city of Araguaína-TO, one being Prainha da Via Lago and the other the Parque Ecológico Urbano Cimba, discussing the programmatic contents that can be worked in these spaces, in addition to how the trails are built in these places, pointing out the strategies and resources used for the delimitation of the interpretive points and the script for the application of the practice. It was concluded that the trails have been gaining ground as a teaching strategy, providing their users with scientific knowledge in non-conventional educational spaces, in addition to stimulating reflection on the social role of each individual in environmental maintenance and in the assimilation of curricular contents into everyday life, promoting a significant learning, thus showing the possibility of its implementation in different non-educational spaces.Item FLORES DO CERRADO: NARRATIVAS DE PROFESSORAS POLIVALENTES QUE ENSINARAM MATEMÁTICA NOS ANOS DE 1970 A 2010 NA REGIÃO DO NORTE GOIANO, ATUAL TOCANTINS(2024-01-25) OLIVEIRA, William Vieira deWith this research, we aimed to investigate the perspectives of teachers who taught Mathematics in the North-Goiano region in the 1970s until the creation of the state of Tocantins. We anchored the studies in the methodological perspective of the qualitative approach, aiming to understand the narratives of Mathematics teachers in the North-Goiás region, focusing on their experiences and initial and continuing training. The theoretical fields that support the investigation are in the epistemological fields of the initial technical training of teachers to work in the Initial Years of Elementary School, with a view to the dialogue that is produced and mobilized by teaching professional development. Based on Narrative research, focusing on Training biographies. Data collection took place through oral narrative, through sensitive listening to the discursive practices of subjectivation of the participants. For the analysis of the narrative interviews carried out, we focused on the experiences, performance, training and end of the teaching career, since they were produced from the intersection between narrators and the researcher who listened to them through “sensitive listening”, and also, “a listening without judgment”, given the theoretical fields carried out in research on professional development. Among the results obtained, we can highlight the importance of knowing the experiences lived by teachers during their teaching work: Teaching Technician at secondary level, their actions, as teachers of the Mathematics curricular component. The experiences in teaching this curricular component for the initial years of Elementary School demonstrated creative actions in the use of manipulative resources and dramatizations, aiming at learning for their students, using a contextualized and accessible everyday language, using as materials available in the surrounding community in which they were located. The mathematical practices mobilized by teachers during the initial training process demonstrate that, despite the difficulties highlighted and the inclusion of cultural actions in classes, contextualization and interdisciplinarity in the construction of mathematical knowledge stand out. The reframing of content was demonstrated in an objective and practical way. In teaching professional development, aspects such as: a) self-affirmations of their professional identities as teachers in the early years of Elementary School; b) awareness of personal and professional reality; c) search for salary improvements; d) search for initial and ongoing training throughout their professional lives; e) legal compliance with the requirements imposed regarding the training profile f) intentions to improve their practices, seeking to increase teaching quality in their actions in the classroom, in their work situations and in their professional knowledge, in their attitudes as workers of education. Considering professional development, we affirm that the participating teachers constituted themselves in their subject identities throughout their professional journeys in their creative and contextualized practices in the classroom, in decisions to become aware and reflect on the need for initial and permanent training for continue your professional life for the conscientious exercise of teaching.Item AS MATEMÁTICAS MOBILIZADAS PELAS SÁBIAS MÃOS DAS ARTESÃS AKWÊ-XERENTE DURANTE A CONFECÇÃO DAS CESTARIAS DE CAPIM DOURADO(2024-11-08) SOUSA, Wesley Coelho deThis research, developed within the scope of the research line in Science and Mathematics Teaching, Scientific Dissemination, and Informal Spaces, with financial support from the Coordination of Superior Level Staff Improvement (CAPES), explores the mathematics employed by indigenous Akwê-Xerente artisans during the creation of basketry using Golden Grass fibers. The study is grounded in the principles of Ethnomathematics, as established by scholars like D'Ambrosio, to understand how the mathematical knowledge of these artisans can contribute to Mathematics education. The research seeks to answer the following question: How can the mathematical knowledge mobilized by Akwê-Xerente artisans be integrated into the teaching of Mathematics? The general objective is to comprehend the mathematical knowledge employed in the creation of these crafts. Methodologically, the research adopts a qualitative, ethnographic approach based on Angrosino (2009) and Guber (2012), characterized by immersion in the context of the Akwê-Xerente artisans in the state of Tocantins. The participants of the study are the artisans themselves, and data were collected through participant observation, narrative interviews, and analysis of the crafting processes of Golden Grass artifacts. Data analysis was conducted based on the principles of Comprehensive Analysis proposed by Bertaux (2010). The findings reveal that the sociocultural practices of these artisans demonstrate a repertoire of mathematical knowledge that emerges during the crafting process. This knowledge offers potential for the development of contextualized and culturally relevant pedagogical practices in indigenous schools, thereby strengthening Mathematics education by drawing on the community’s traditional practices.Item ALIMENTAÇÃO SAUDÁVEL E SUAS RELAÇÕES COM A EDUCAÇÃO AMBIENTAL NO PROJETO POLÍTICO PEDAGÓGICO E LIVROS DIDÁTICOS: UM ESTUDO DE CASO DO COLÉGIO ESTADUAL ADOLFO BEZERRA DE MENEZES, EM ARAGUAÍNA, TO(2024-08-02) AGUIAR, Welledes MorenoHealthy feeding, which is fundamental for physical and emotional well-being, comprises nutritional, cultural, social, economic and environmental factors; therefore, it needs to be taught at schools to promote healthy and sustainable habits early in life, where Environmental Education (EE) is crucial to create aware citizens, intersecting the school’s curriculum transversally to approach environmental problems in a multidisciplinary way. The aim was to understand how the healthy feeding topic is approached in a high school at Colégio Estadual Adolfo Bezerra de Menezes, in Araguaína, Tocantins, and if there are education projects related to the principles and practices of Environmental Education. The methodological procedures included analysis of pedagogic political projects (PPPs), integrative literature revisions, aiming to understand the approach related to healthy feeding and environmental education in schools, analysis of High School Textbooks (TBs) on the topic of healthy eating and EE, with the elaboration of a pedagogical didactic proposal. PPPs include several initiatives related to healthy eating, but integration with EA is still in its infancy. EE actions at school are specific and isolated, not establishing a direct connection with the topic of food. In the bibliographical reviews of dissertations and theses as well as in the analysis of scientific articles, it was revealed that different methodologies are used to teach about healthy eating, including expository classes, playful dynamics and creation of menus. However, these approaches still lack a more solid theoretical foundation and more in-depth actions that integrate food with socio-environmental issues. In High School Natural Science textbooks, content related to healthy eating is present, however, integration with Environmental Education is still insufficient. These materials lack a more comprehensive and interdisciplinary approach, which highlights the connections between food, health and the environment. Therefore, this study points to the need for greater integration between EE and the topic of healthy eating. Although there are ongoing efforts and initiatives, it is essential that these actions are more interconnected and theoretically based, promoting this effective integration.Item AS IMAGENS SOBRE O CONTEÚDO BOTÂNICO NOS LIVROS DIDÁTICOS: ANÁLISE E PERCEPÇÃO DOS PROFESSORES DE TRÊS ESCOLAS DE ARAGUAÍNA, TO(2024-03-27) ROLIM, Vitória SilvaImages are a form of communication widely used in society over time. They also play important roles in the educational environment, being a didactic tool in the teaching-learning process. The images can be used by teachers in various activities and teaching materials, including textbooks, an important pedagogical resource used by teachers and students in classrooms across the country. The work aimed to analyze images and complementary tables relating to Botany content present in textbooks for the three years of the new high school and evaluate teachers' conceptions regarding the selection and use of botanical images in their activities in the formal and non- formal teaching environment. in three schools in Araguaína, Tocantins. Morphological and functional analyzes of the images were carried out, and investigation into the presence of complementary reading tables related to plant content. The present work is also a case study, in which a questionnaire answered by eight biology teachers from three schools in Araguaína, Tocantins, was analyzed. In the 22 images evaluated, there was a pattern, with images preferably drawing-type, colorful, with good clarity, good proportion, with clear and explanatory captions and reference sources. However, the use of scales was practically zero and shows little regionalization. Illustrative images (59.09%) express the majority of Botanical images, followed by explanatory (31.82%) and complementary (9.09%). The three complementary tables found in the textbooks have a diversity of quality of images and captions, have an excellent relationship with the text, present group activities or/and projects and encourage the use of new technologies and have complementary sources of information. The teachers interviewed use illustrations for teaching and learning Botany, mainly in slides, tests, practical classes and the textbook. The main criterion for selecting images is related to the reliability of the sources. The research presents an overview of the Botanical images used in textbooks for new high schools in the northern region. Overall, the textbook is a good teaching tool for students and teachers on botanical content, but it does have some mistakes, which must be corrected to improve the book. The analysis of the teachers' responses shows a concern when choosing images and whether they are associated with everyday life; It is widely used in various activities/teaching materials, however, it does not use regional and native examples of Brazilian flora. In this way, we emphasize the importance of continued training for teachers, so that every day they can discover new ways to improve the exploration of images in the classroom, suggesting an appreciation in educational processes that encourage the formation of a visual culture.Item ETNOCOMPUTAÇÃO NA CULTURA DIGITAL DE PROFESSORES DE MATEMÁTICA(2025-02-25) SANTOS. Moisés da SilvaThe objective of this study is to investigate how the use of computational resources can transform pedagogical practices in Mathematics education by promoting the interaction between cultural, historical, and social concepts and the mathematical foundations taught at Colégio Estadual Professora Silvandira Sousa Lima, a public school in a peripheral context. The study involves Mathematics teachers and their classes in lower and upper secondary education. The object of study lies at the intersection of cultural elements and computational technological resources, envisioned as Ethnocomputation. Methodologically, Deleuzian cartography was used for data analysis, with data collected through semi-structured interviews, participant observation, and analysis of the activities proposed by teachers. The study employs the concepts of deterritorialization and reterritorialization to understand the transitions teachers make between traditional and digital territories, analyzing how interaction, computational thinking, and cultural elements intertwine in this process. The results indicate that digital technologies, despite facing challenges such as internet instability and limitations in teacher training, promote greater student engagement, expand teaching and learning possibilities, and encourage collaborative practices. Furthermore, the study highlights how Ethnocomputation, by integrating cultural and technological knowledge, can contribute to more contextualized and innovative teaching. It is concluded that the use of digital technologies not only enhances pedagogical practices in Mathematics education but also fosters the construction of subjectivities and the development of essential skills for the contemporary educational context.Item METODOLOGIAS ATIVAS COMO ESTRATÉGIA PARA PROMOÇÃO DA EDUCAÇÃO CIENTÍFICA NO ENSINO DE CIÊNCIAS(2024-12-24) PAIXÃO. Milene SantanaCurrently, in Science Education, approaches have emerged that value students' initiative to learn through their own discoveries. These new methodologies emphasize the importance of understanding students' intellectual development as they are exposed to investigative learning processes. Inquiry-based learning, therefore, becomes essential for developing critical and cognitive skills, preparing students to face complex challenges independently. In light of these changes, the following guiding question arises: How do project development strategies, applied in an Elective course, contribute to fostering Scientific Education among 1st-year high school students? The objective is to investigate how the Project Rotational Strategy, within an Active Methodology applied in an Elective, can foster Scientific Education among 1st-year high school students at a state school in Araguaína, Tocantins. The methodology used consisted of qualitative and exploratory research through a Case Study. Data collection involved the use of a field diary to describe the entire process within the classroom, considering the specificities of each group. For data analysis, Discursive Textual Analysis (DTA) was employed, based on the theory of Moraes and Galiazzi (2018). The group presentations highlighted the diversity of perspectives and the analyses conducted by each group, even in the face of difficulties encountered throughout the Elective. However, it was possible to observe how this methodological approach influenced the results in each category. Despite this, over the course of the study, it was found that, although there were advances in the construction of scientific knowledge, students faced challenges related to the comprehension and interpretation of concepts, indicating the need for more time to deepen their understanding of the topics addressed.Item UM NOVO OLHAR SOBRE O CÁLCULO DE ÁREA DESENVOLVIDO PELOS MESTRES CUBADORES DO ASSENTAMENTO RIO PRETO/TO NA PERSPECTIVA DA ETNOMATEMÁTICA(2024-06-04) SILVA, Kelson FeitosaThis dissertation presents reflections on the sociocultural practice of land cubing, used to calculate land areas, developed by residents of the Rio Preto Settlement Project, located in the rural area of the municipality of Araguaína, in the state of Tocantins. The research theme focuses on Ethnomathematics, in which the object of study is the Mathematics present in the sociocultural practices of the land cubers carried out in the aforementioned Settlement. The research was enriched by the immersions and reflective dialogues in the Study and Research Group on Sociocultural Systems of Mathematics Education (SISMAT/UFNT/CNPq), in which the researcher actively participated, providing a theoretical and methodological deepening that was essential for conducting the research. With this in mind, we sought to answer the following research question: What mathematics are present in the practices of the land cubers of the Rio Preto Settlement? Based on this question, we set ourselves the objective: To understand the mathematical knowledge mobilized by the earth cubers of the Rio Preto Settlement from the perspective of Ethnomathematics. The theoretical framework of the research was built on the works of D'Ambrosio (1998, 2004, 2020), Gerdes (2012), Knijnik (1996), among other researchers. In order to respond to this concern, a qualitative approach was used, as recommended by Oliveira (2020) and Yin (2016), and based on ethnography based on the studies of Angrosino (2009), seeking to understand the land cubing practices developed by the cubers. The survey involved three residents of the settlement who practice land cubing, and was carried out between January and June 2022. During the visits to the settlement, instruments such as narrative interviews, participant observation, a field notebook, photographs of the drawings made by the research participants and audio recording for later transcription were used. The information collected was analyzed through the theoretical field of Ethnomathematics, exploring its cognitive and educational dimensions and the challenges of everyday life, seeking correlations between the theory studied and the practice of the earth cubers in their daily activities in the settlement. The results identified the presence of Flat Euclidean Geometry in the residents' practices, highlighting geometric figures such as squares, triangles and rectangles, as well as the calculation of area, perimeter and fundamental mathematical operations (addition, subtraction, multiplication and division). This mathematical knowledge, derived from land cubing practices, has the potential to enrich mathematics teaching at the Rio Preto Settlement school by integrating local knowledge with formal education, with a view to finding ways to contribute to student learning through knowledge derived from their reality and the contexts in which they live.Item SABERES E PRÁTICAS SOCIOCULTURAIS AKWẼ-XERENTE PRESENTES NOS PROJETOS EXTRAESCOLARES DA ÁREA DE MATEMÁTICA DO CURSO DE EDUCAÇÃO INTERCULTURAL DA UFG -2007 A 2024(2025-05-04) XERENTE. Jurandi SouzaThis research aimed to examine the Extracurricular Projects (PEE) of the Bachelor's Degree in Intercultural Education at UFG from the perspective of sociocultural practices regarding the teaching of Mathematics, developed by Akwẽ teachers and researchers during their initial training in the area of Natural Sciences. The investigation sought to answer the following question: What do the Extracurricular Projects (PEE) of the Bachelor's Degree in Intercultural Education at UFG say about the teaching of mathematics from the perspective of sociocultural practices? Based on the experience and intercultural living of these teachers and researchers, the knowledge, practices and sociocultural manifestations of the Akwẽ people are described, highlighting the importance of the territory, the mother tongue and clan affiliations. The research is based on the principles of indigenous school education, understood as bilingual, intercultural, differentiated, specific and community-based, and also on the assumptions of Ethnomathematics. A qualitative approach was adopted, through a bibliographic mapping, involving the Specific Internship Projects (PEE) carried out between 2007 and 2024 by Akwẽ teachers in initial training in the Bachelor's Degree in Intercultural Education at UFG, in the area of Natural Sciences. The research focus was on those that enhanced sociocultural practices aimed at teaching Mathematics in indigenous schools. Thus, 15 Extracurricular Projects completed by the end of 2024 were located in the area of Natural Sciences. After a detailed reading of these Projects, only 2 (two) investigate the Mathematics mobilized by indigenous people in different daily activities and sociocultural manifestations, namely, games and play and the art of those who master the technique of interweaving buriti straws to create the most varied cofos, such as, for example, in sikno and tapiti. The analyses revealed the predominance of knowledge, practices and sociocultural manifestations of the Akwẽ and everyday mathematics, as well as the presence of bilingual intercultural teaching, which favored the exchange and acquisition of original knowledge with community experts in the classroom. Furthermore, the PEE points to the possibility of developing a research agenda based on investigative themes to be developed by teachers in the contexts of villages and schools.Item PRÁTICAS E SABERES DOCENTES POTENCIALIZADOS POR FUTUROS PROFESSORES EM FORMAÇÃO INICIAL DE MATEMÁTICA NA DISCIPLINA DE ESTÁGIO SUPERVISIONADO II(2024-09-13) SOARES, Geanne MagalhãesSituating the Supervised Internship as an essential moment in the Mathematics teacher’s initial training process, where the encounter between theoretical knowledge and practical activities takes places, reflecting the search for becoming a teacher, our proposal aimed to identify the knowledge mobilized during the teaching practices carried out in the Supervised Internship II discipline. In this sense, we assume as theoretical support to guide our research the themes related to initial teacher training, Supervised Internship and Teaching Knowledge. The context of the research and training scenario was the Supervised Internship II discipline of the Mathematics degree course at the Federal University of Northern Tocantins - UFNT/CCI and included the participation of 13 students who we call future Mathematics teachers, regularly enrolled in that discipline. It is noteworthy that through the activities and actions carried out, we seek to answer the following research question: What knowledge and teaching practices are enhanced by future Mathematics Teachers through the activities of the Supervised Internship II discipline? In this sense, we held training meetings with the research participants, so that the activities carried out with them could reverberate in the mobilization of knowledge and teaching practices that contributed to their training and professional constitution. However, we adopted the qualitative approach of participatory research to carry out our research, according to Brandão and Streck (2006), using narrative interviews as an analysis technique and the categories that emerged for analysis were adopted from Tardif (2014) with regard to professional training knowledge. The reflections that we present as results arising from the research process developed demonstrate the constitution of a dialogical, participatory movement, where future Mathematics teachers had the opportunity to effectively get involved in the actions developed and actively participate in the mobilization of knowledge and teaching practices resulting from their professional training. Above all, we demonstrate that the activities promoted in the Supervised Internship II discipline favor the mobilization of knowledge and teaching practices of future Mathematics teachers, having an impact on their training and professional constitution.