|
Disertaciones |
|
1
|
-
ROBSON MAROTI JUNIOR
-
THE INSERTION OF THE ENVIRONMENTAL THEME IN BIOLOGY, PHYSICS, MATHEMATICS AND CHEMISTRY DEGREE COURSES AT UNIFEI
-
Líder : LUCIANO FERNANDES SILVA
-
MIEMBROS DE LA BANCA :
-
LUIZ CARLOS SANTANA
-
JANAINA ROBERTA DOS SANTOS
-
LUCIANO FERNANDES SILVA
-
Data: 15-feb-2023
-
-
Resumen Espectáculo
-
Brazilian legislation recommends the inclusion of Environmental Issues at different levels of schooling, including higher education. More specifically, a portion of normative instruments emphasize that Environmental Issues must be incorporated into the initial training of teachers, regardless of the area of knowledge or level of education in which future educators are bound to work. In addition, the field of education, in general, recognizes and recommends that different aspects of the political dimension of the environmental matter are present in the initial training of future teachers. In this context, in agreement with those who defend the presence of environmental issues in initial teacher training, an investigative study was developed, focused on teaching courses at a public University located in the south of the state of Minas Gerais. The question that guided the investigation was elaborated in this wise: what aspects of the political dimension of the environmental matter are emphasized in the training of undergraduate students in Biology, Physics, Mathematics and Chemistry at a public University in the state of Minas Gerais? It was possible to obtain research data from the contact with the Pedagogical Projects of the courses and from interviews that were conducted with the coordinators of the referred courses. The data analysis was inspired by the procedures proposed by content analysis. The results indicate that: a) the courses address the environmental issue in projects and extension work, but the disciplines in fact constitute a privileged position for the treatment of the environmental issue; b) there are little situations offered by courses that focus on the perspective of the political dimension of environmental issues; c) aspects of the environmental theme and its political dimension are little evidenced in the curriculum of certain disciplines and also in the reasoning of the coordinators who participated in this investigation. However, even though limitations were encountered, the efforts and initiatives of the degree courses to address environmental issues in the teacher training process were recognized. It is considered that the incorporation of the environmental issue and its political dimension in teacher training courses requires the construction of new meanings for what we call teacher training.
|
|
2
|
-
GABRIELLA ELISA RAMOS DIAS
-
THE INSTITUTIONAL SCHOLARSHIP PROGRAM FOR INITIATION TO TEACHING (PIBID/UNIFEI) AND TEACHER TRAINING FROM THE ENVIRONMENTAL THEME PERSPECTIVE
-
Líder : JANAINA ROBERTA DOS SANTOS
-
MIEMBROS DE LA BANCA :
-
ANDREIA ARANTES BORGES
-
JANAINA ROBERTA DOS SANTOS
-
LUCIANO FERNANDES SILVA
-
RAFAEL CESAR BOLLELI FARIA
-
Data: 16-feb-2023
-
-
Resumen Espectáculo
-
The Environmental Theme, within all levels of education and subjects , is pointed out as essential by educational specialists and the legislation regarding Environmental Education and Teacher Education. Thus, within this paper there are thoughts on the importance of the study and analysis of the Environmental Theme in teacher development through the project PIBID. A program aimed at involving teachers in development in the daily routine and activities of public schools. This involvement leads to the fusion of practice and theory as it really is. This research was developed at UNIFEI- Campus Itajubá, due to the fact that it holds certain pertinent characteristics to the study such as, the last two issues being executed with different methods and the participants belonging to the four teaching courses of the campus -Biology, Physics, Chemistry and Maths. The fusion and its analysis lead to the development of a critical and conscientious citizen and teacher who is aware of the current correlation between nature-society and the social environmental issues that are a result of a long historical process. The importance of teacher development is stressed as they need to be able to practice what has been learned regarding the Environmental Theme. As a general objective, there is a need to understand the inclusion of the Environmental Theme in the development of the proposals found in the project PIBID/UNIFEI which is composed of the Issues number 07/2018 (period 2018-2019 - interdisciplinary) and number 02/2020 (period 2020-2022 - disciplinary). In search for answers, two approaches were defined to collect data and develop this dissertation, 1) Analysis of the portfolios developed from 2018 to 2022 and 2) Semi-structured interview with institutional coordinators and field coordinators that were on duty during the timeframe mentioned and who were professors at the University at the same time. Due to unique context of this paper, it was determined to analyze data from Conservationists, Pragmatic and Critical Macro tendencies defined by the authors of the article “As Macrotendências Político-Pedagógicas da Educação Ambiental Brasileira”, which led to the findings that the project PIBID provides attainability to the professional development of the teaching students regarding the Environmental Theme in aspects which include interdisciplinarity. Throughout the research it was possible to conclude that the Environmental Theme was developed within the proposal number 07/2018, which had students from the four mentioned teaching courses - though following a conservationist/pragmatic tendency. And within the proposal 02/2020 in which the Theme was only developed by the Science and Biology teaching course students.
|
|
3
|
-
MARCELA OPENHEIMER PEREIRA
-
Teaching Chemistry in an inclusive perspective: a mapping of Postgraduate Programs in the Teaching area
-
Líder : DENISE PEREIRA DE ALCANTARA FERRAZ
-
MIEMBROS DE LA BANCA :
-
VINÍCIUS CATÃO DE ASSIS SOUZA
-
ALESSANDRA RODRIGUES
-
DENISE PEREIRA DE ALCANTARA FERRAZ
-
Data: 27-feb-2023
-
-
Resumen Espectáculo
-
The inclusion of people with disabilities began to be discussed in the 20th century, both in the international and national contexts. The achievements and struggles of professionals, researchers, family members, people with disabilities and organizations were only possible based on scientific research in the area of inclusion and, in particular, school inclusion, since they were the empirical bases of educational research that based inclusive practices . Based on this, the present research consisted of mapping the Graduate Programs in Science Education (PPGEC) in Brazil that are part of area 46 “Education” of the Coordination for the Improvement of Higher Education Personnel (CAPES) and analyzing, in each of them, based on their database of dissertations and theses, the research that is being carried out around the issue of Special Education from the perspective of Inclusive Education, in the area of teaching Chemistry. For this, the methodology entitled “State of the Art” of the type “State of Knowledge” was adopted, which starts from successive readings of the dissertations and theses that make up the corpus of analysis, for systematization of relevant information and subsequent analysis. As a result, based on the themes highlighted in the analyzed corpus, it was obtained that the initial and continued training of education professionals, responsible for the process of inclusion in the classroom, is a key factor for the realization of Inclusive Education for the general public. target of Special Education. In addition, teachers prepared for inclusive teaching can develop pedagogical strategies and inclusive teaching materials that facilitate the teaching and learning processes of Chemistry for students with disabilities. Other professionals participating in this process, such as Libras interpreters and resource room teachers, should also work collaboratively with the Chemistry teacher in the regular classroom for successful student learning. This research can contribute to indicate the process of constitution and development of the inclusive theme in the academic space, in the area of teaching Chemistry, which is still incipient and, therefore, it is proposed that more research be carried out around the theme in the chemistry teaching.
|
|
4
|
-
SARA CAROLAYNE MENDONÇA SALGADO
-
PROFESSIONAL DEVELOPMENT OF MATHEMATICS TEACHERS WHO DISCUSS AND PREPARE PROPOSALS FOR INVESTIGATIVE CLASSES IN A COLLABORATIVE CONTEXT A look at communication
-
Líder : ELIANE MATESCO CRISTOVAO
-
MIEMBROS DE LA BANCA :
-
ANA LETÍCIA LOSANO
-
ELIANE MATESCO CRISTOVAO
-
JOAO RICARDO NEVES DA SILVA
-
Data: 28-feb-2023
-
-
Resumen Espectáculo
-
In order to enhance teacher professional development, it is essential that teachers participate in contexts that value knowledge sharing and reflection on their practices. This can help develop a reflective and investigative approach in the classroom. This research aimed to understand the joint constructions of mathematics teachers regarding the investigative approach and the type of communication that needs to be established in the classroom in this approach, based on the communication that emerges from a collaborative context of discussion and elaboration of investigative tasks. To achieve this goal, the study analyzed the dialogues established by the participants of Grupo de Estudos Interdisciplinares e Formação de Professores (Geifop), a collaborative group that proposes studies and practices aimed at Basic Education teachers, and whose themes in 2021 were the investigative approach and communication. This research was developed in the Geifop Mathematics subgroup. This subgroup is composed of educators, Basic Education teachers, Master's degree students, and future Mathematics teachers. This qualitative research describes and analyzes the process of sharing and reflections provided by the collaborative context, using recordings of the meetings held remotely via Google Meet. The analysis uses Jürgen Habermas' Communicative Action Theory as a reference. This theory proposes characteristics related to communication, considering the context and coordination of actions resulting from speech acts, allowing understanding to occur. It was possible to conclude, based on the synthesis of joint constructions, that the participants sought to understand the characteristics of an investigative task, discussed possible problems in the classroom and understood the importance of predicting students' responses and interpreting their thinking for the future. research development. Thus, encouraging teacher participation in collaborative groups and studying and reflecting on the investigative approach and the communication that emerges from this process can effectively contribute to professional development.
|
|
5
|
-
WILLIAN GUIMARÃES DE CARVALHO COSTA
-
Scientific Dissemination in the curriculum of undergraduate courses in science and mathematics at the Federal University of Itajuba
-
Líder : JANE RAQUEL SILVA DE OLIVEIRA
-
MIEMBROS DE LA BANCA :
-
RAFAEL CAVA MORI
-
JANE RAQUEL SILVA DE OLIVEIRA
-
JOAO RICARDO NEVES DA SILVA
-
Data: 01-mar-2023
-
-
Resumen Espectáculo
-
When inserted into the educational context, the scientific disssemination (CD) can bring significant contributions to the teaching and learning process, but for such, it is necessary that the teacher is prepared to implement it in their practice, knowing their resources, characteristics, limitations and other relevant aspects. In this sense, it is understood that CD should be addressed in the context of teacher training. The Federal University of Itajubá (Unifei) has undergraduate courses in the areas of Chemistry, Physics, Biological Sciences and Mathematics, which, since 2020, havebeen working in the process of updating their Pedagogical Projects of Courses (PPC). In this context, we ask ourselves: if and how has been the insertion of CD in the curricula of training teachers of Science and Mathematics of Unifei in this context of curricular updating? The present research had, therefore, the objective of analyzing the space and strategies destined to the insertion of CD in the undergraduate courses in Sciences (Chemistry, Physics and Biological Sciences) and Mathematics at Unifei. This study is characterized as qualitative and of the documental type. The research data were obtained through questionnaires applied to members of the Núcleo Docente Estruturante of each of the courses mentioned above. The PPCs (previous and updated) of each course were also selected for analysis, and a focus group was conducted with the coordinators, in order to understand the influences for the insertion, or not, of CD in the curricula. Regarding the profile of the course teachers, it was observed that it is diverse and contributes significantly to the curriculum and the education of the students, from the perspective of their different cultural and social backgrounds. It was observed that the PPC of the analyzed courses contemplate the specifications established by the competent bodies and mention DC, each with its own specificity and in different topics of the documents. As for the influences for insertion, it was observed that the main factors are the curricular guidelines, the course workload, the availability of teachers with experience and training in the area, and the existence of physical spaces available to receive visitors.
|
|
6
|
-
PATRICK EDUARDO DA CONCEIÇÃO
-
POSSIBILITIES OF USING CELL PHONE FOR TEACHING OF TRIGONOMETRIC FUNCTIONS THROUGH INVESTIGATIVE TASKS
-
Líder : NEWTON DE FIGUEIREDO FILHO
-
MIEMBROS DE LA BANCA :
-
ANA PAULA DOS SANTOS MALHEIROS
-
ELIANE MATESCO CRISTOVAO
-
NEWTON DE FIGUEIREDO FILHO
-
Data: 06-mar-2023
-
-
Resumen Espectáculo
-
Although the cell phone is present in the daily routine of many people, even entering the school environment, there is resistance to its use in this context. In this sense, this research sought to investigate possibilities and limitations of using an application for smart phones, mediated by an investigative task, for the apprehension of concepts related to the graphic behavior of trigonometric functions. Seeking ways to reach the established objective, qualitative research procedures were used, an investigative task being elaborated, with the help of the Photomath application, carried out in the context of a class of a 3rd year of High School class. Due to the pandemic of the new coronavirus, SARS-CoV2, the intervention steps took place remotely, through the Google Meet platform. The data sources for the research were the recordings of class moments on Google Meet, a field diary with the researcher's observations, an interview with the assistant teacher, a diagnostic activity and a questionnaire applied to the students. For data analysis, three axes emerging from the intervention itself were used: (1) the manifestation of mathematical knowledge during the stages of the investigative task; (2) student engagement with the Photomath app in remote classes; and (3) the presence of skills such as creating hypotheses, building strategies and verifying them from the investigative task using the Photomath application. It was possible to identify the students' familiarity with the use of cell phones and technology, with some difficulty initially regarding the pedagogical use of the proposed application, as well as the assimilation of the investigative proposal. Despite this, it is clear that in the course of the investigations, the students showed an advance in mathematical knowledge, exploring various graphs, elaborating and testing conjectures, in addition to working on the construction of properties. There were limitations regarding the dynamicity of the Photomath application, as well as the plotting of certain functions. However, the importance of inserting the cell phone in the classroom environment is highlighted, allowing students to feel motivated and able to work with mathematical concepts and to perceive the richness of this tool for their learning.
|
|
7
|
-
ISABELLA BALDUCCI REZENDE
-
TEACHING AND SCHOOL INCLUSION: A STUDY ON THE CHALLENGES FOR SCIENCE TEACHERS
-
Líder : DENISE PEREIRA DE ALCANTARA FERRAZ
-
MIEMBROS DE LA BANCA :
-
MARCELA ALVES DE ABREU
-
DENISE PEREIRA DE ALCANTARA FERRAZ
-
MIKAEL FRANK REZENDE JUNIOR
-
Data: 07-mar-2023
-
-
Resumen Espectáculo
-
This research aimed to analyse the challenges that permeate the career of science teachers related to the School Inclusion of Special Education Students (PAEE). To achieve this objective, a qualitative research was conducted that used semi-structured interviews with eight science teachers from the regular public school system of the city of Itajubá/MG. The collected data were analyzed following the theoretical guidelines of Yin (2016). After the analysis, three main challenges were found that were codified in: 1) Training of Science Teachers: the technical rationality and subjectivity of teachers, where data were found related to the fragility of public policies in addressing teacher training for diversity and as for the teacher training model of technical rationality. To overcome these challenges, the subjectivity that is manifested in the teaching identity is encouraged so that these teachers are in training on a daily basis. 2) Teacher suffering and School Inclusion: what science teachers report, in which it was understood that teacher suffering is related to the profession in general, and not the School Inclusion however, complaints related to the medical report, the family-school relationship and the ideologization of School Inclusion. For these complaints, it was understood what conceptions these teachers have about School Inclusion and for them, it is believed that teachers need to improve their views; 3) The relationship between prejudice and School Inclusion, in which it was possible to analyze the manifestations of a teacher, demonstrating her assumed resistance to School Inclusion. It is expected that with these analyses there will be greater communication between public universities and schools, with the intention of knowing the complaints of science teachers in addition to demonstrating the clear need for greater support for these teachers regarding their relations with the public education network. In addition, science teachers are expected to recognize that their weaknesses can improve their practices.
|
|
8
|
-
CREDIANA CHRIS DE SIQUEIRA
-
THE PERIODIC TABLE ACCORDING TO COSMOCHEMISTRY: A DIGITAL GAME IN CHEMISTRY TEACHING
-
Líder : NEWTON DE FIGUEIREDO FILHO
-
MIEMBROS DE LA BANCA :
-
ADHIMAR FLAVIO OLIVEIRA
-
ARTUR JUSTINIANO ROBERTO JUNIOR
-
EVANDRO FORTES ROZENTALSKI
-
NEWTON DE FIGUEIREDO FILHO
-
Data: 09-mar-2023
-
-
Resumen Espectáculo
-
The Periodic Table is an extremely important resource for Physics, Biology and mainly Chemistry classes, however, the origin of chemical elements is not always addressed in classes. In this context, working with Astronomy in an interdisciplinary way can provide students with a more comprehensive and meaningful understanding of the Periodic Table. Allying to this context the use of digital technologies and classes with active methodologies has been a good way to encourage students to seek knowledge. Therefore, the use of educational digital games has gained space in classes. This work presents and analyzes the application of a digital game called “The periodic table according to cosmochemistry” (TPSC), which was developed to teach the origin of chemical elements. This research aimed to evaluate the quality of the TPSC game based on the opinion of the players and, therefore, the game was applied to Elementary, High and Higher Education classes with the intention of obtaining a wide range of opinions. Data collection took place through questionnaires with essay and multiple-choice questions. The questionnaires were made available by Google Forms and in printed form. Data analysis was performed qualitatively and quantitatively. The results obtained provided subsidies to indicate the game as a didactic resource capable of providing students with motivation, learning and a good experience when playing. This work presents the strengths and weaknesses of the game and proposes future improvements.
|
|
9
|
-
ALINE SIMOES DE SOUZA JUNQUEIRA
-
The use of active methodologies in the discipline of human anatomy in a degree course in Biological Sciences
-
Líder : NEWTON DE FIGUEIREDO FILHO
-
MIEMBROS DE LA BANCA :
-
JOAO RICARDO NEVES DA SILVA
-
NEWTON DE FIGUEIREDO FILHO
-
PAULO JOSÉ OLIVEIRA CORTEZ
-
THIAGO VERNASCHI VIEIRA DA COSTA
-
Data: 10-mar-2023
-
-
Resumen Espectáculo
-
This research approaches the use of active methodologies in the colleg, a method whose purpose is to provide an active attitude students with towards their learning, permeated by research, developing their autonomy. This research objective is to analyze the students' perceptions regarding the use of an active methodology applied in a discipline of Major in Biological Sciences at UNIFEI. The data were analyzed using a qualitative approach, based on Bardin's Content Analysis, to infer the answers to the questionnaire answered by the students after the intervention, based on a didactic sequence, which used the Problem-Based Learning methodology in the discipline Elements of Anatomy and Physiology. The students' perceptions indicate that the active methodology used favored a better understanding of the concepts, made possible from the mobilization of their previous knowledge, aroused greater student interest and motivation, promoted greater interaction, by providing opportunities for their more active participation and by presenting themselves as a theme related to the real-life context, as well as fomented greater reflection to problem solving. However, some difficulties were found in content understanding in the theoretical perspective and in terms of the didactic sequence approach.
|
|
10
|
-
Gabriel Lisbôa de Melo
-
Environmental Education and the relationships between companies and schools: the case of Pró-mananciais program in the Sapucaí River Watershed
-
Líder : LUCIANO FERNANDES SILVA
-
MIEMBROS DE LA BANCA :
-
FREDERICO AUGUSTO TOTI
-
Haira Emanuela Gandolfi
-
LUCIANO FERNANDES SILVA
-
LUIZ MARCELO DE CARVALHO
-
Data: 15-mar-2023
-
-
Resumen Espectáculo
-
The environmental actions promoted by companies in elementary schools draw our attention to try to understand the possibilities of encouraging political praxis among young people. Therefore, we directed our inquiries towards the characteristics of the actions promoted by the business sector in the school space, such as those of the Socio-Environmental Program for the Protection and Recovery of Water Sources - Pró-mananciais, led by public-private companies. To this end, we aimed to identify and analyze understandings about environmental issues, the educational process, and the perspectives of the dimension of political praxis based on the relationships between Pró-mananciais and an elementary school located in the Sapucaí River Watershed. Data were obtained through semi-structured interviews with education professionals and members of Pró-mananciais. Meetings promoted by the program aimed at defining actions in the locality in question were also observed. We relied on Transkriptor software for audio transcription and NVivo for data systematization and analysis. We adopted Content Analysis, in the modality of Thematic Analysis, as the methodological procedure. The results and discussions raised indicated that Pró-mananciais' actions have the potential to influence the teacher and student formation process. These actions, above all, favor the establishment of consensus on Environmental Issues and the educational process in the school space, which can be interpreted as the establishment of a teaching obstruction regime. In this sense, the relationships between the framework of environmental disasters and the capitalist society model were superficially addressed, limiting the discussions to the individuality and immediate actions' scope. The environmental actions executed by Pró-mananciais in the elementary school attributed environmental problems to personal choices, focusing their mitigation on techno-scientific aspects and behavioral change. Discussions like these can obscure the possibilities of questioning and critically thinking about the capitalist society model. It became evident that the school has been a stage for the dissemination of understandings, values, and practices that are dear to Pró-mananciais in the local community. Despite some education professionals having criticized Pró-mananciais' posture, there were no opposing positions. This finding suggests that there is a silencing, albeit involuntary, of dissenting voices within the school. In addition to this, we noted that the idea of collective participation, which is one of the bases of the program's environmental actions, was re-signified, not allowing the community to participate in decision-making spaces. This process of privatizing the school space can contribute to maintaining an educational model that emphasizes individualism and behavioral change, rather than advocating for critical and emancipatory teaching. Thus, the relationship between Pró-mananciais and the school contributes to the crystallization of meanings about political praxis different from those we consider relevant to students' formation. Finally, it is crucial that education professionals, especially those involved in relationships between companies and schools, reflect and oppose the impacts that environmental business actions have had on the educational process.
|
|
11
|
-
CLAUDILENE RIBEIRO BRAGA
-
TALK WITH A SCIENTIST: UNDERSTANDINGS OF PHYSICS TEACHERS ABOUT PRODUCTION SCIENTIFIC KNOWLEDGE
-
Líder : NEWTON DE FIGUEIREDO FILHO
-
MIEMBROS DE LA BANCA :
-
ADHIMAR FLAVIO OLIVEIRA
-
EVANDRO FORTES ROZENTALSKI
-
Haira Emanuela Gandolfi
-
NEWTON DE FIGUEIREDO FILHO
-
Data: 17-mar-2023
-
-
Resumen Espectáculo
-
In today's society, where knowledge production is intensive due to several factors, such as the competitive market, knowledge is often confused with the transfer of information. Within this perspective, science education in schools is becoming increasingly important in basic education, since it can promote students' autonomy and critical and creative thinking through activities that involve research and discussion. The main objective of science education is to help students learn to reason scientifically. However, even today, the main form of contact between students and scientific knowledge occurs through their teachers throughout the development of classes involving natural sciences. The involvement of professors and students in the production of scientific knowledge is far removed from the current reality, as access to this knowledge is often limited to research centers and universities. The way teachers understand authentic science and production of scientific knowledge directly influences their classes and consequently the results that students may present in the future on this subject. The present work analyzes the understandings presented by a group of nine Physics teachers working in basic education in public schools, in dialogue with a scientist who develops research with solar cells sensitized by dyes. The specific objectives of this research seek: i) to identify which understandings about the production of scientific knowledge in the field of Physics are presented by these teachers, ii) what understandings do these teachers have about the social, political and economic context in which scientific knowledge is produced, iii) what understandings do these teachers have about science education, in the perspective of presenting high school students with a more close to real. A semi-structured interview, observation and analysis of the dialogues were used to identify their understanding of the Nature of Science (NdC). The content analysis was based on aspects and excerpts from the speeches that show understanding of the production of scientific knowledge, but do not present a deepening of consistent dialogues with the scientist. The dialogues also showed an awareness based on the understanding that the scientific knowledge produced is intrinsically linked to the current social, political and economic context. Finally, the educators pointed out that the extensive curriculum for the science area and the reduced number of classes make practices that could lead their students to a better understanding of how science is produced to be unfeasible.
|
|
12
|
-
BRUNA DA ROSA SANTOS
-
State of knowledge of Brazilian research that investigates interfaces between Mathematics and Art in Teaching
-
Líder : ELIANE MATESCO CRISTOVAO
-
MIEMBROS DE LA BANCA :
-
CLAUDIA REGINA FLORES
-
ELIANE MATESCO CRISTOVAO
-
MARIANA FEITEIRO CAVALARI SILVA
-
MARISOL VIEIRA MELO
-
Data: 23-mar-2023
-
-
Resumen Espectáculo
-
The growing number of research in Mathematics and Art, in the last decades, was one of the factors that motivated the present study. Its objective is to map the Brazilian researches that investigate the interfaces between Mathematics and Art, weaving the state of knowledge of those that articulate Mathematics and Art in the pedagogical proposals applied in the context of teaching Mathematics in Basic Education. Qualitative in nature, this study constitutes a systematic review, of the “state of knowledge” type, based on theses and dissertations, available at the Brazilian Digital Library of Theses and Dissertations. For the searches, the following terms were considered: “Art”, “Mathematics”, “Teaching” and “Mathematics Education”, in addition to terms related to artistic languages, according to the National Common Curricular Base, such as: “Visual Arts”, “Dance”, “Music”, “Theatre” and “Audiovisual Arts”. The analysis consisted of two stages, the first one was based on a more descriptive and panoramic perspective, in which we carried out a mapping from the reading of the abstracts of the 110 selected theses and dissertations, which investigate interfaces between Mathematics and Art, published from of 2003 to 2020. In the second stage, aiming at an analytical-comprehensive perspective, we selected 34 mapping works, presenting some pedagogical proposals applied in Mathematics teaching in Basic Education. We prepared a file on Google Forms to conduct the reading of parts of the texts to identify relevant aspects for this study. From this, we delimited three axes of analysis: (1) methodological approaches for teaching; (2) mathematical focus of pedagogical proposals; and (3) use of Art for Mathematics Education. Each axis's groupings emerged from the works' readings and references. From the mapping, we identified the formation of three research groups on the subject located in the Southeast and South regions, where they cover most of the academic production. Among the artistic languages, the one that stood out in the research was visual art, especially, the relation between visual art and geometry. Among the trends in the interface between Mathematics and Art, we highlight the use of Digital Information and Communication Technologies in teaching some content, the focus of most works and Art to contextualize teaching, highlighting the use of Art as a context for teaching Mathematics. We also identified several approaches that indicate other paths for teaching in the interface between Mathematics and Art, still little explored, which is why they point to the need for further investigations. Therefore, with this study, we hope to boost new work, especially in fields that are scarcer.
|
|
13
|
-
Hednan Guimarães Mota
-
Mathematical Knowledges for Teaching mobilized by undergraduate in the study of topics in the History of Mathematics
-
Líder : MARIANA FEITEIRO CAVALARI SILVA
-
MIEMBROS DE LA BANCA :
-
ANA CAROLINA COSTA PEREIRA
-
ANA CRISTINA FERREIRA
-
ELIANE MATESCO CRISTOVAO
-
MARIANA FEITEIRO CAVALARI SILVA
-
Data: 12-abr-2023
-
-
Resumen Espectáculo
-
The contributions in the studies of the History of Mathematics (HM) for the formation of teachers has been the subject of various academic works in our country in the last years. In this context, considering that we can identify in the mathematics Degree courses in Brazil, different approaches on HM, such as History of Mathematics, History of Mathematics in Teaching and History of Mathematics Education (HME), on this investigation we focus, specially, in investigating the contributions on the study of theme "History of Mathematics in Teaching" for the training of teachers. For such, we start from the model "Mathematical Knowledge for Teaching" (MKT). In this sense, the present investigation was guided by the following question: Which Mathematical Knowledges for Teaching are mobilized by undergraduates when studying aspects of the History of Mathematics in teaching in a subject of the Mathematics Degree course? Therefore, we collected data throughout the development of a Teaching Practice subject at a federal university in the state of Minas Gerais, whose syllabus provided for the approach of the theme "History of Mathematics in teaching". The classes of this subject were recorded and transcribed, in which we tried to search and identify, in the words of the participants, knowledge referent in the Mathematical Knowledges for Teaching that were mobilized by the undergraduates. Throughout the investigation, an adaptation of the MKT model was realized, in which we divided the knowledges of mathematics teachers in three domains: Subject Matter Knowledge, Pedagogical Content Knowledge and Curriculum Knowledge. The results indicated that when studying the theme “HM in Teaching” and when developing activities on the theme, the undergraduates mobilized the knowledge in all three domains, especially in the Pedagogical Content Knowledge. The undergraduates mainly manifested this domain, due to the discipline giving more focus to the pedagogical issues of teaching. Curriculum Knowledge was also well mobilized, with the students referring to official documents such as the BNCC. However, the Subject Matter Knowledge was the least mobilized since mathematical questions were not the focus of the discipline. Thus, it can be perceived that the study of “HM in teaching” can contribute to the formation of future Mathematics teachers.
|
|
14
|
-
GABRIELA CORRÊA DOS SANTOS
-
The application of a didatic sequence to optimize the learning of Nuclear Fusion using Stellar Evolution as a generating theme.
-
Líder : AGENOR PINA DA SILVA
-
MIEMBROS DE LA BANCA :
-
AGENOR PINA DA SILVA
-
ARTUR JUSTINIANO ROBERTO JUNIOR
-
JOAO RICARDO NEVES DA SILVA
-
Data: 19-may-2023
-
-
Resumen Espectáculo
-
The objective of this work is to verify the results of the application of a Didactic Sequence for teaching the content of nuclear fusion using the stellar evolution as generator theme. This work was developed in the discipline AST 001: Concepts of Astronomy of the Degree in Physics course of a federal university, during the month of July 2022, in a total of 16 classes, each of 50 minutes. Questionnaires, audio recordings of classes, logbook and evaluative activities developed during the development of the didactic sequence were used as a data collection instrument. All activities developed were structured based on Delizoicv's Three Pedagogical Moments: initial problematization, organization of knowledge and application of knowledge. Two questionnaires were applied, the first (pre-DS) at the beginning and the other at the end (post-DS) of the work application, and five evaluative activities. Data from the pre-SD questionnaire were used to identify the “profile” of the student entering the Physics Degree course, as well as to verify which knowledge in thematic relation was studied by them in high school. The second questionnaire was used to verify whether the proposal to teach nuclear fusion from stellar evolution was successful, that is, to verify the students' learning in relation to the contents covered during the application of the DS. The evaluative activities dealt with the theme of stellar evolution and its relationship with nuclear fusion. Although only 7 students participated in all the activities carried out in the DS, it was possible to perceive that the students were involved in the classes and that the results found showed that the work was successful and that the answers provided by the students in the post questionnaire questions -SD were much more elaborate than those provided for the pre-DS questionnaire questions.
|
|
15
|
-
SÃDHU ABRAHAM VICENCIO ANDRADE
-
Critical Mathematics Education and Progressive Pedagogy: collaborations of this relationship in continued teacher training for social justice
-
Líder : JOAO RICARDO NEVES DA SILVA
-
MIEMBROS DE LA BANCA :
-
DARIO FIORENTINI
-
ELIANE MATESCO CRISTOVAO
-
JOAO RICARDO NEVES DA SILVA
-
MARIANA FEITEIRO CAVALARI SILVA
-
RITA DE CASSIA MAGALHAES TRINDADE STANO
-
Data: 16-ago-2023
-
-
Resumen Espectáculo
-
This research considers that the search for social justice is essential for any educational process. From this, we intend to analyze, through a process of continued training, how the perspectives of critical mathematics education and Georges Snyders' progressive pedagogy can contribute to mathematics teaching that works for social justice. Aiming, then, to answer the following question: What are the collaborations that the relationship between critical mathematics education and Snyder's progressive pedagogy can bring to mathematics teaching that works towards a humanized society? Through a qualitative approach, this investigation is characterized as a research-training, as it aims to provide and analyze the critical focal points in a training process, in a collaborative way between the researcher and the participant. Thus, a long-distance continuing education course entitled “Fundamentals of critical mathematics education and social justice” was offered to teachers and education specialists in public schools, undergraduates in mathematics and pedagogy, and master's students in lines of research who study mathematics. The course was based on a theoretical framework that sought to understand social, educational and mathematics teaching issues, so that the participants could contribute with their insights in these areas. Therefore, certain references were adopted: Marxists collaborating with critical analyzes of capitalist society; progressists using the works of the educator Georges Snyders who collaborated with deep analyzes on education; and critical mathematics education, which collaborated with critical analyzes regarding the teaching of mathematics, mathematical knowledge, and its functions in today's society. From this formative action, which took place over a period of ten weeks, participants' data was collected from their participation in forums, activities and production of a lesson plan carried out as a group, as a final work), and from their own talks in six synchronous meetings that took place during the course. This data was then analyzed and presented through five formative and analytical critical focal points found: The Critique of Reality; (Self) Teaching criticism; Criticism as a Philosophy of Teaching; (Lots of) Critical Content; Criticism and Action. At the end of this investigative process, it was possible to recognize, from these critical focal points, aspects that align perspectives on the path towards the formation of a mathematics teacher who is critical and progressive, and who can contribute to social struggles for a more just society.
|
|
16
|
-
Bruno Cavalcante Martins Noronha
-
Contributions of the study of historical episodes to initial training: an analysis of Mathematics teachers’ knowledge
-
Líder : MARIANA FEITEIRO CAVALARI SILVA
-
MIEMBROS DE LA BANCA :
-
CRISTIANE COPPE DE OLIVEIRA
-
EVANDRO FORTES ROZENTALSKI
-
JOAO RICARDO NEVES DA SILVA
-
MARIANA FEITEIRO CAVALARI SILVA
-
Data: 28-ago-2023
-
-
Resumen Espectáculo
-
Research about the contributions of the History of Mathematics in teacher training has been developed by several researchers at the national level over the last few years. In this sense, we ask ourselves: What are the contributions of the study of historical episodes of Mathematics to the formation of Mathematics teachers? In view of this, we sought to identify and analyze the knowledge of Mathematics teachers mobilized by Mathematics undergraduates in the study of historical episodes. For this purpose, data were collected in a study group with undergraduate students in Mathematics at a Federal University in the south of Minas Gerais, which was created with the aim of discussing historical episodes in mathematics. Five meetings were held, so that the first four took place through the online dating platform Google Meet and the last one in person. All meetings were recorded and later transcribed by the researcher. In these meetings, three episodes were discussed, namely: (i) the emergence of non-Euclidean geometry; (ii) the emergence of infinitesimal calculus; and (iii) the emergence of complex numbers. The transcripts were analyzed in order to identify evidence of teachers' knowledge evidenced in the participants' speeches and comments. The results of this investigation indicate that the study of historical episodes can contribute to the mobilization of diferente knowledge of teachers, such as the Content Knowledge domain and its subdomains: Knowledge of Mathematics (CdM) and Knowledge about Mathematics (CsM) and, also, the Pedagogical Content Knowledge domain (PCK) and its subdomains such as Common Content Knowledge (CCK), Content and Student Knowledge (KCS) and Content and Teaching Knowledge (KCT).
|
|
17
|
-
ANA CAROLINE VIEIRA CORREIA
-
APPROXIMATION BETWEEN SCHOOLS AND SCIENTISTS IN SCIENTIFIC DISSEMINATION ACTIVITIES: which aspects of the Nature of Science emerge in this context?
-
Líder : JANE RAQUEL SILVA DE OLIVEIRA
-
MIEMBROS DE LA BANCA :
-
STEFANNIE DE SÁ IBRAIM
-
EVANDRO FORTES ROZENTALSKI
-
JANE RAQUEL SILVA DE OLIVEIRA
-
Data: 31-ago-2023
-
-
Resumen Espectáculo
-
This research aimed to investigate the implications of a didactic sequence, based on scientific dissemination resources and actions that focus on bringing basic education students closer to university researchers and their real work contexts, to approach aspects of the nature of science. science (NOS). This work is a qualitative field research, developed in a public school, with students of the 1st year of high school. Through an explicit NOS approach, the activities were promoted in stages, which consisted of an application of a previous questionnaire; reading and discussion of a Scientific Dissemination Text (SDT); visit to the research laboratories of scientists at a local university (action carried out in the context of the extension project “Hoje Vi um Cientista”); and application of final questionnaire. Data were collected through questionnaires and audio recordings, and were analyzed through a Discursive Textual Analysis, seeking to build categories related to the NOS. In this sense, the categories were presented and discussed in 2 topics, namely: Aspects of the NOS that were evident in the didactic sequence and conceptions about the didactic sequence expressed in the final questionnaire. Thus, through the initial questionnaire, the results indicate notions that approach and depart from adequate conceptions. The SDT allowed students to know and reflect on aspects such as the economy of science, productivity and scientific community. During the visit with the scientists it was possible to discuss issues such as the social influences of science, collaboration, ethics in science, the role of fallibility and scientific productivity. Finally, through the final questionnaire, it was clear that the students began to reflect more on certain issues, such as the ph ysical and psychological characteristics of the scientists.
|
|
18
|
-
LORENA MARIA BATISTA
-
PEDAGOGICAL PRACTICES WITH TDIC BY HIGH SCHOOL NATURAL SCIENCE TEACHERS
-
Líder : MIKAEL FRANK REZENDE JUNIOR
-
MIEMBROS DE LA BANCA :
-
BRUNO DOS SANTOS SIMÕES
-
JANAINA ROBERTA DOS SANTOS
-
JULIANA MARIA SAMPAIO FURLANI
-
MIKAEL FRANK REZENDE JUNIOR
-
Data: 31-ago-2023
-
-
Resumen Espectáculo
-
Faced with the advancement of COVID-19 cases and the respective need for social distancing, educational institutions in Brazil and around the world were temporarily closed to face-to-face interaction, and the various actors in the complex educational system found themselves limited, whether due to cyclical reasons or training, to meet the educational demands that were imposed remotely, and sought alternatives to continue their pedagogical practices. In the State Public Education Network of the state of Minas Gerais in Brazil, the Special Regime for Non-Personal Activities (SRNPA) was implemented on an emergency basis, which attempted to give some continuity to the current pedagogical planning. With the aim of understanding how these adjustments and implementations occurred, and what teachers' expectations are in relation to the continued use of digital technologies after the pandemic period, this work analyzed the reports of high school teachers in the area of Natural Sciences, who faced the challenges of the SRNPA model in the state public network in the city of Pouso Alegre, regarding the implementation of Digital Information and Communication Technologies (DICT) in their pedagogical practices. We identified that the training of teachers for the effective use of DICT still requires substantial improvements and that the transition period at REANP highlighted the need for better-planned approaches and continuous investments in pedagogical training, in order to allow educators to meet the demands of the contemporary educational environment in a confident and effective manner.
|
|
19
|
-
ELISANDRA APARECIDA SILVA FERNANDES
-
ENVIRONMENTAL THEMES AND THE EDUCATIONAL PROCESS IN MUNICIPAL SCHOOLS: A STUDY CARRIED OUT WITH DIRECTORS OF SCHOOL UNITS OF THE REGIONAL SECRETARIAT OF EDUCATION OF ITAJUBÁ
-
Líder : LUCIANO FERNANDES SILVA
-
MIEMBROS DE LA BANCA :
-
MARIA BERNADETE SARTI DA SILVA CARVALHO
-
DANIELLE APARECIDA REIS LEITE
-
LUCIANO FERNANDES SILVA
-
Data: 06-sep-2023
-
-
Resumen Espectáculo
-
The treatment of environmental issues, in accordance with the understandings of municipal directors and the activities that are developed in the public-school units in which they work, awakens us to reflect on the possibilities and challenges that may be present when it comes to the development of actions that can mitigate the environmental crisis we are experiencing. In view of this, we are concerned with verifying the understandings of environmental issues and the educational process developed by directors of municipal public elementary schools in the initial years. With this purpose, we sought to identify and analyze the understandings that principals have on environmental issues, the pedagogical activities developed in school spaces and the possibilities and obstacles that principals associate with the development of pedagogical activities. Data were collected through semi-structured interviews with directors of municipal elementary schools in the early years, in schools located in a region to the south of Minas Gerais, belonging to the Itajubá Regional Education Secretariat. After the data was transcribed, we based ourselves on Content Analysis, in the form of Thematic Analysis as a methodological process. The results and discussions indicated that the understandings of municipal directors’ influence decision-making regarding the development of pedagogical activities involving environmental issues in the school spaces they manage. In this sense, the possibility of building knowledge in these school spaces, regarding environmental issues, is directly related to the decision-making that is articulated by the principals, even if these are carried out in a democratic way. In this way, the partnerships that are established, the approach to environmental issues in the subjects, the mention of environmental issues in political pedagogical projects, are treated with a conservative perspective. In this sense, attempts to mitigate the environmental crisis only become unfeasible, since discussions around environmental issues and socio-environmental issues are treated in a disconnected manner, making it impossible to implement critical discussions in relation to the treatment of environmental issues and the public policies in school spaces. When treating environmental issues in a romanticized and isolated way, environmental problems tend to remain and worsen.
|
|