Mestrado em Educação em Ciências e Matemática (PRPG)
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Item Entre a singularidade e a complexidade da construção de saberes docentes na formação Inicial de professores de matemática no contexto do Pibid(Universidade Federal de Goiás, 2016-10-14) Abreu, Iury Sparctton Melchior de; Rosa, Dalva Eterna Gonçalves; http://lattes.cnpq.br/2328482856293466; Rosa, Dalva Eterna Gonçalves; http://lattes.cnpq.br/2328482856293466; Magalhães, Solange Martins Oliveira; Chaves, Sandramara MatiasThe goal of this work, whose central theme evidences the training of mathematics teachers, is to understand the influence of the environment provided by the Institutional Program Initiation of Scholarships for Initiation in Teaching - Pibid for the construction of the essential knowledge for initial teacher training. As it is the study of a specific group, in an institution of higher education, this research is characterized as a quali-quantitative case study, with the dialectical historical materialism method, which seeks to establish the relationship between the singularity and the complexity of teacher training in the Pibid. We addressed several aspects of the theme: History of teacher training in Brazil; National Education Guidelines and Framework Law; Teacher training in Federal institutes; Curriculum and profile of the student of the Teaching Degree in Mathematics; Essential knowledge for teacher training and the influence of Pibid in the construction of knowledge. The theoretical framework that supported these discussions consisted of contributions from various national and international researchers, in addition to official documents that structure and standardize the Brazilian education and Pibid. From literature in Education: Libâneo (1992); Nóvoa et al. (1995); Freire (1996); Alarcão (1996); Pimenta (1996); Masetto (1998); Demo (2006); Gatti (2008); Saviani (2009); Frigotto (2011). From literature specific to Mathematics education: Fiorentini and Miorim (1990); Grando (2000). From literature relative to Pibid: André (2012); Fetzner and Souza (2012); Jardilino and Oliveri (2014). From official documents: Law 9394/96 – LDB; Law 11892, of December 29th, 2008; Ordinance 096, of July 18th, 2013. Empirical data were obtained by direct observation of the researcher in the research environment and semistructured questionnaires, answered by the scholarship students of the subproject PibidMathematics of the Federal Institute of the state of Goiás, Campus Urutaí. The categories used for data analysis were: Knowledge of the Specific Scientific Field, Knowledge of the Pedagogical-Didactic Field, Knowledge of the Experiential Field and Knowledge of the Political Field. These categories were constructed through the analysis of initial teacher training and an intensive and delicate examination of the questionnaires, using data triangulation as the analysis technique. The data obtained showed elements which enabled the analysis of some aspects of initial teacher training, specifically those related to the construction of teaching knowledge. We understand the Pibid as a program that contributes greatly to the development of the Knowledge of the Specific Scientific Field, Knowledge of the Pedagogical-Didactic Field, Knowledge of the Political Field and Knowledge of the Experiential Field. Furthermore, we found that the relationship between the theory of Higher Education and professional practice in Basic Education contributes to both the initial training of scholarship students, and for the continuing education of supervisor teachers of Pibid. This training occurs by means of exchange of knowledge and experience of both, teamwork, suggestions, teaching practices and methodologies proposed by the group.Item A inclusão da Educação Ambiental nas escolas públicas do Estado de Goiás(Universidade Federal de Goiás, 2011-09-13) ALMEIDA, Adriana Seabra Vasconcelos; OLIVEIRA, Leandro Gonçalves; http://lattes.cnpq.br/8837912214958454It is unquestionable the importance of Environmental Education (EE) in the educational process for the students´ education who are able to make based decisions and to participate on discussions in their community as far as environmental issues. Before the problems lived in our society, the social-environmental problem treatment in the formal teaching is one of the conditions which contributes for the capitalist model changes and transformations, that stimulates the overboard consume and reinforces the social inequalities. However, the insertion of EE in the school environment facer many challenges which go through, including, the lack of structure itself of the educational system that still works in a traditional way. Implementing EE in the school context requires a posture and attitude change for a participative debate about the environmental issues where the community is inserted. Thus, considering that it is needed to discuss the different ways in which the EE is treated in the school day to day basis, this research has for objective to analyze the EE approach through Complementary Educational Activity Projects (PRAECs), developed in Goias state schools, from three Regional Sub-Secretaries of Education: SRE-Aparecida de Goiania, SRE-Goiania and SREAnapolis. Thus, we used questionnaires and interviews to obtain the data. These revealed that the teachers still present an EE conservational conception, with a dichotomous idea of the relationship between man-nature and they have a fragmented vision of the aspects that involve the socio-environmental problems. Although they have used different methodologies, these are punctual and limited, according with their conceptions, and if they are not contextualized and with a participative character they will not obtain the expected results for an EE that may promote changes for the education of individuals with capacity of making based decisions. We cannot leave out to highlight the presence of activities that come closer to the PRAEC proposal and to enrich and to diversify the curriculum through dynamic activities. In relation to PNEA, we have verified that at some moments the project gets closer to recommendations of this document; however, at other moments it becomes distant. We have verified that PRAEC can be characterized as a public policy as we consider that it appeared from the demand of a social group, however, documents that may regularize within the Secretary of Education of the State of Goias (SEE-GO) were not found, and therefore, we understand it as a mascaraed public policy. We have concluded that EE is present in the day to day school and that PRAEC is constituted a strong instrument for its consolidation, despite this, the attributed principles to EE in the formal teaching must be better understood and applied, in the sense of producing pedagogical practices that may provoke changes in the way of seeing and thinking about the world. It is fundamental the investment in the educational system as a whole, especially on the bachelor´s degree courses, so that they raise their quality bringing down the knowledge fragmentation barriers and the limitation imposed by the discipline of it. It is also important the investment from the SEE-GO in the PRAEC institutionalization, establishing more specific guidelines to elaborate and to develop activities with quality, meaning, that they may be able to call the attention of the students for a based debate on socioenvironmental problems that are around them in a critical way. Thus, this project can contribute to the EE rooting in the schools in a way to involve the whole community and its surroundings to a renewal of the educational process, with visions of improvement in the quality of life of such and for the future generations.Item A prática como componente curricular nos cursos de formação de professores de química no estado de Goiás(Universidade Federal de Goiás, 2016-03-28) Almeida, Sara de; Mesquita, Nyuara Araújo da Silva; http://lattes.cnpq.br/6971106875143413; Mesquita, Nyuara Araújo da SilvaPractice as Curricular Component (CPC) was established initially in Resolution (CNE / CP 2/2002) and remains in the recent Resolution (CNE / CP 2/2015) that defines the National Curriculum Guidelines for initial training at higher level and the continuing education of teachers. Despite having been legally established to fourteen years, 400 hours of PCC in teacher training courses, today many questions arise about the subject, because despite the existence of the legal directions is plural understanding of what will be to this curricular component by the IES. This study aimed to understand how the Higher Education Institutions (HEIs) insert the 400 hours of PCC in training courses of Chemistry teachers of Goiás state with the main focus on the pedagogical projects Course (PPC). This is a qualitative research that uses as a method to Text Analysis Discourse (ATD). The corpus of the research was constituted by eighteen educational projects of Chemistry Degree courses offered in the state of Goiás. The analytical process according to ATD, is through the unitarization corpus of texts, categorization and capture the emerging new. The analysis allowed us to establish two categories, the first "Effectiveness of the PCC in the pedagogical proposals of courses" and the other called "Practice Conceptions as Component Curriculum of educational projects of Degree courses in Goiás State Chemistry". As analytical framework for public policy context, we used the approach of Stephen Ball Policy Cycle. From the analysis performed, it was observed that 400 hours of PCC are not exploited in the same way by different courses, and some proposals, we note that these hours are not considered for development activities related to teacher training. The insertion of the CCP promoted and continues to promote a restructuring of the educational proposal of teacher training courses across the country, including the state of Goiás. This research, taking into account the current context of undergraduate and advances in this scenario intends together with the other research conducted since the 1980s, a glimpse of the road ahead and not a return, a setback in training of teachers, in view of the use and design of HEIs offer degree courses in Chemistry in the state of Goiás on Practice as Curricular component for teacher training.Item Os professores de ciências e matemática em Goiás (1991 a 2006): demandas e dilemas(Universidade Federal de Goiás, 2009-07-09) ALVES, Deuel Bernardes; BARRIO, Juan Bernardino Marques; http://lattes.cnpq.br/6859482550702496This dissertation is a documentary research diagnosis of character you want to enlarge the perception of the "alleged needs of the market" and teacher training courses in Biology, Physics, Chemistry and Mathematics in both the elementary school and in high school, and has some of the dilemmas related to science and mathematics teachers in the state of Goiás Begins with a discussion that relates education, demand and structure, then do a historical retrospective of the consolidation of Higher Education in Brazil trying to make in parallel, the process of building Law of Guidelines and Bases and the National Plan of Education, within the period f rom 1991 to 2006, which is marked by a major range of LDB/96 approval, which probably inf luenced the expansion of the number of IES in the country, but specif ically in Goiás, where was the focus of this dissertation, we tried to get data cataloged by INEP, IBGE, SEEGo, and others in an attempt to elucidate issues concerning the training of teachers of Science and Mathematics in the State. Finally, f rom the dif ferent elements worked until now, realized the necessity of explanation of some dilemmas that are presented, more clearly, depending on the characteristic look of this dissertation. Such dilemmas are: Rejection, Occupation, Training and Survival. The f irst dilemma is characterized by denial that society has shown how the demand for courses in Science. This refusal may be the original work (dilemma 2) that are available and that, consequently, have undergone a training (dilemma 3) very specif ic. This training has enabled the existence of people, through the survival (dilemma 4) occupation, have been shown in some cases almost exclusively, as a reference positive or negative for societyItem Dilemas da educação ambiental em tempos de crise civilizatória: a abordagem do tema transgênicos sob a ótica interdisciplinar(Universidade Federal de Goiás, 2019-09-28) Alves, Rubiane Fialho; Echeverría, Agustina Rosa; http://lattes.cnpq.br/5515276044247189; Echeverría, Agustina Rosa; Costa, Lorenna Silva Oliveira; Echalar, Adda Daniela Lima FigueiredoBased on the recognition of the serious crisis of civilization in which we are inserted, with origins in a system that accumulates wealth and causes great environmental degradation and social inequality, this dissertation discusses the need to elucidate the transgenic theme from the interdisciplinary viewpoint, having as the object of the discussion the education of critical teachers. This is a theoretical research of documental and bibliographical analysis, for that reason we start from the theoretical foundation of dialectical historical materialism as a method, since we make a critical and dynamic analysis of the education of critical teachers, the interdisciplinarity and the Critical Environmental Education, contemplating the transgenic theme in different aspects, social, technical, political, economic, ethical, etc. The theme was chosen because it showed itself as potentially controversial in several aspects, due to the richness of chemical contents and its interdisciplinary nature that is also the core of Environmental Education. We assume the Critical Environmental Education as formative contribution to the graduated teachers, in the sense that it has transformative and emancipatory characteristic. We have developed the theme based on the definition of biotechnology and the contradiction between the Precautionary principle versus Substantial equivalence. Moreover, we have described the International Regulation of genetically modified organisms and focused on Brazilian legislation; we have discussed the relationship between the environment and the transgenics, as well as the socio-political and economic factors. We intertwined critical environmental education, interdisciplinarity and the teacher’s education. Finally, a critique of the fragmented higher education was made, and we highlighted the imperative of critical education for environmental educators, in a way that they can work on controversial and complex themes, such as the transgenics, critically and in the interdisciplinary approach.Item Árvores, carrinhos e investigações: narrativas sobre a comunicação na sala de aula de matemática(Universidade Federal de Goiás, 2019-10-21) Amorim, Marcos Vinicius dos Santos; Gonçalves Júnior, Marcos Antonio; http://lattes.cnpq.br/5872958439710615; Lima, Luciano Feliciano de; Barros, Roseli AraújoThis dissertation deals with Communication in math classes, in a context of Mathematical Investigations and Problem Solving. It seeks to analyze to understand and narrate communication in math classes, in a context of investigative and problem solving classes, and its relationship with the roles of students and teachers in this context. More specifically, it aims to: i) analyze how students express their ideas and argue them in the process of mathematical investigation; ii) establish a relationship between the elements of communication and the attitude of students and teacher; iii) analyze how communication may or may not characterize the class dynamics. Methodologically, the research is characterized as Narrative Inquiry (CLANDININ; CONNELLY, 2015). The material analyzed was collected from the field diary and audio and video recordings of the math classes of the sixth grade of Elementary School, the Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE / UFG), in the Laboratório de Ensino e Pesquisa em Educação Matemática “Luiz José de Macedo” (LEPEM), which occurred during two periods: between March 20 and April 3, 2018; and between June 26 and August 21, 2018. After the production of the material, a Narrative Analysis was performed (Bolivar, 2002), relating the theory studied on communication in the mathematics classroom (ALRØ; SKOVSMOSE, 2010), Diálogo (FREIRE, 2015, 2016), Mathematical Investigations in the classroom (PONTE; BROCARDO; OLIVEIRA, 2013), as well as the researcher's memories, in a relational aspect. At the end of the analysis, two narratives were produced that tell and analyze the communication in the investigated environment. It is considered that classroom work with mathematical investigations and problem solving has provided a conducive environment for disruption or, at least, for students to question a conception that in mathematics there will always be only one answer. correct, thought linked to bureaucratic absolutism. In addition, narrative analysis allows us to understand that when students are asked to take an active stance and have, with the teacher, responsibility for the development of the class, they tend to conduct research and take over in the process. However, when the teacher takes on the responsibility of presenting his or her strategy to the class without sharing between teacher and students, the latter decide to address other issues outside the math class as they quickly realize when they are part of the class. process and when they are not.Item Círculo tutorial: um diálogo transformador – a luz etnomatemática, psicanálise e a pedagogia de Freire(Universidade Federal de Goiás, 2015-11-20) Araújo, Fábio Moreira de; Ribeiro, José Pedro Machado; http://lattes.cnpq.br/1433861823493391Our investigation has the main objective to understand the formation of the Circle Tutorial, a formative space that searches for knowledge, especially mathematical, construction through active actions of its members. The theoretical construction was predominantly based in the following authors: D'Ambrosio in the understanding of the spaces of the subjects through the ethnomathematics and dynamic curriculum; Freud with the process of seduction, transfer, identification, group formation, and others; and Freire in his liberator pedagogy, insertion, emancipation, critical and reflexive dialog. Such master's degree research was realized in a state school of the public teaching in the city of Goiânia-GO, contributing with the formation of a group with subjects who regularly share and live the school space. In this perspective, the starting point was to meet their realities in their stories of life. For this purpose it was developed focal groups. It also made possible that the subjects of the research could re-value and modify their way of building the knowledge, bringing the light to the facts, salutary points on the complexity of the formative process, to which students and educators share in the public state schools, as well as the possibility to form more critical, reflexive subjects who could conduct their learning and their story of their lives by themselves in their respective context of life.Item O ensino da Matemática para além do racionalismo(Universidade Federal de Goiás, 2009-12-10) ARAÚJO, Maxwell Gonçalves; BARRIO, Juan Bernardino Marques; http://lattes.cnpq.br/6859482550702496From Plato to the present were the many philosophies that tried to acquire the mathematical knowledge of a unique design. Still, the rationalist perspective of seventeenth and eighteenth centuries, almost to absolute, always has a great influence, even today, in Mathematics Teaching. In this sense, despite the implementation of actions aimed at alleviating the rational view, the problems relating to education and the difficulties in learning Mathematics, persist. This believe/do/think/teach a school mathematics, without any questioning, that is, without a critical and reflective thinking has been criticized, particularly by means of Critical Mathematics Education, which takes one of his biggest Skovsmose referents. In view of this, it is necessary to reflect on this relationship is conceived between mathematical knowledge and society. In this work we demonstrate the importance of historical/philosophical/social teaching of mathematics, so that the processes of teaching and learning have a true social significance. Accordingly, no dogma, the individual must be craftsman of his own education that will guarantee a more harmonious and integral development of more humane. For this, we need to think/rethink the teaching of mathematics, leading to a significant learning really can not be alien to the construction of mathematical knowledge. To do this, this education should be focused beyond rationalism.Item Das Escolas Técnicas Federais aos Institutos Federais: a licenciatura em Física no campus Goiânia do IFG(Universidade Federal de Goiás, 2016-07-25) Araújo, Weslei Silva de; Barrio, Juan Bernardino Marques; http://lattes.cnpq.br/6859482550702496; Barrio, Juan Bernardino Marques; Pimenta, Adelino Candido; Furtado, Wagner WilsonIn this paper we sought to understand how the Degree in Physics in IFG Goiânia campus is structured and what the perspective of teachers in the area, specifically in the implementation of degree in Physics, and forward the changes in the institution. The choice of this theme is due to the requirement stipulated by law 11.892 of December 29, 2008, the Federal Institutes of Education, Science and Technology, in offering undergraduate courses, especially in the areas of Science and Mathematics, despite its recognized expertise in professional education. Some research has dealt with the theme of the presence of the degrees in FIs, discussing the profile, the deployment and the challenges that they are consoli dated. However, here we seek teachers' perception of the process. Characterized as a qualitative study we used bibliographical research to survey the changes via legal documents in the institution, as well as research on the site e -MEC for recognizing the quantity of courses offered in this mode before and after the creation of the IFs. For analysis of the survey responses a nd interviews with teachers of Physical area of Goiânia the IFG campus, we used content analysis, according to Bardin (2002). It was identified as perceived by teachers who: (i) changes in the institution provided an expansion and internalization, even disorderly; (Ii) the change in the teaching profession and school mischaracterization with devaluation of technical education; (Iii) the course designed to meet the law, structure and operation in construction, has a focus on specific knowledge at the expense of teaching; (Iv) teachers work almost exclusively in the classroom, with little or no research and extension activities. These aspects lead to understand that there is still a lack of identity in I Fs after implantation of degrees and forward the changes in this institutions.Item O olhar do professor de ciências sobre o laboratório de informática: tessituras e enlaces na perspectiva de Bourdieu(Universidade Federal de Goiás, 2013-12-09) Ataíde, Jefferson Fagundes; Mesquita, Nyuara Araújo da Silva; http://lattes.cnpq.br/6971106875143413; Mesquita, Nyuara Araújo da Silva; Toschi, Mirza Seabra; Soares, Marlon Herbert Flora Barbosa(Sem resumo em outra língua)Item A visão de professores de ciências do ciclo II sobre o sistema de ciclos de formação e desenvolvimento humano da rede municipal de educação em Goiânia(Universidade Federal de Goiás, 2009-05-04) AZEVEDO, Gislene Sousa de Sa; ECHEVERRÍA, Agustina Rosa; http://lattes.cnpq.br/5515276044247189The aim of this study was to investigate the II cycle science s teacher s point of view about Ciclos de Formação (Formation Cycles) in the Teaching Municipal s Web in Goiânia. Since the role of teachers is to achieve any pedagogical proposal, it is important to identify what the teachers think about Ciclos de Formação (Formation Cycle) once they signified a very important change in the Teaching Municipal s Web in Goiânia. The research embraced all the formation II cycle s science s teachers of the Teaching Municipal s Web. The methodology used were the semi-organized interviews which had the purpose to comprehend and evaluate based on pedagogical aspects and the role of science teaching in this organization- the teachers about the implementation process of cycles in the Teaching Municipal s Web. The results of this work indicates that after eleven years of the Formation Cycles s implementation in Teaching Municipal s Web, there are, in the science s teacher s point of view progresses, equivocal, lack of comprehensions and great difficulties in the pedagogical conduction that shows the necessity to enlarge the study and to systematized the reflection about this teaching organization policy, their implications in the student daily classes and about the science teaching s role in the formation of the pupil. In this way, it is concluded that there are the necessity of offering, in the initial formation of science teachers, studying spaces and discussion about the nature of the scientific knowledge and the pedagogical politic aspects.Item Construção do conhecimento Matemático a partir da produção de jogos digitais em um ambiente construcionista de aprendizagem: desafios e possibilidades(Universidade Federal de Goiás, 2017-04-10) Azevedo, Greiton Toledo de; Silva, Gene Maria Vieira Lyra; http://buscatextual.cnpq.br/buscatextual/busca.do; Machado, José Pedro Ribeiro; http://buscatextual.cnpq.br/buscatextual/busca.do; Machado, José Pedro Ribeiro; Machado, Vânia Lúcia; Maltempi, Marcus ViniciusThis work has as main objective to understand the process of the construction of mathematical knowledge from the preparation and development of digital games (games) by students of Elementary School, in their intrinsic relation with the didactic pedagogical practices of Basic Education. The possibility of this construction of knowledge is defended without leaving aside the challenges that are limited in the temporality of the events of the school scene. For this purpose, a mathematics project was developed within a public school, located in a city in the metropolitan region of Goiânia, which is a fertile field of research, entitled Mattics, in the school counterpart, with the proposal to produce digital games, while mobilizing the construction of mathematical knowledge of the 16 participants of the research. The actions developed, based on the qualitative assumption, were based on the use of the Scratch programming language, which was developed at the Massachusetts Institute of Technology, articulated with exploratory-investigative activities of mathematics. From the interrelationship of the empirical materials produced in the project, a path was coursed that sought theoretical support both in aspects of the production of digital games and in the construction of mathematical knowledge by the students in a constructionist environment. According to the data collected and analyzed, we found out that the results achieved, in this research, give us indications to understand the process of building knowledge from the production of games as a dynamic movement, which conjugates ideas / mathematical meanings and which is not necessarily part of formal concepts throughout the process of a non-linear production. The construction is based on the active participation of the student in the environment. A production that is not absent from external factors and influences how the students think/ argue when producing their game when interacting with their local environment.Item História da ciência: contributos para (re)pensar a formação de professores de ciências e biologia(Universidade Federal de Goiás, 2016-09-13) Baptista, Leandro Vasconcelos; Guimarães, Simone Sendin Moreira; http://lattes.cnpq.br/0326214720994265; Guimarães, Simone Sendin Moreira; http://lattes.cnpq.br/0326214720994265; Carneiro, Maria Helena da Silva; Barrio, Juan BernardinoThe insertion of Science’s History (HC) in the Biology/Science teaching has been broadly discussed in the literature for the past decades. Such discussions happen especially because of the observations in a Science/Biology teaching, disassociated from its historical and philosophical parameters that are presented, just the products of the scientific research not being considered the methods and problems from the construction and development of the scientific knowledge. For that discussion to reach basic education, it is necessary to consider the formation of teachers inasmuch the locus of its insertion. Likewise, we wonder: which would be the possibilities of an initial formation that considers an approach based in the Science and Biology’s History (HCB)? Are there elements that indicated the insertion of HCB in the teaching course of Biological Science in University Federal of Goiás (UFG)? Do the subjects of specific biological knowledge (reference science) present aspects related to HCB? How do teacher trainers understand the historical construction of his/her science and how do they realize the insertion of these elements in their classes? Based on these questionings, the objective of this research was to comprehend how the insertion of the discussions related to HCB in the training of future Biological Science teachers happens (or not). For that, the methodological path was developed in two moments. The first was characterized as a documental analysis of the Political Project of the Course and of the Teaching Planning from 19 specific subjects of biological knowledge. The second one is characterized by a research with the subjects (teacher trainers) with the application of a questionnaire based on the structure Views On Science-Technology-Society (VOSTS). The analysis of the two moments was made from an adaption of Content Analysis proposed by Bardin (2011). The first analyzed document, the course’s PCC, does not present elements that are related to the HC approach in the formation. However, thirteen teaching plans out of nineteen that were analyzed presented such elements. Out of this total, ten are related to the evolution process (in a biological perspective) and three to the contextual aspects (considering the social historical context of the scientific production). In relation to the teacher trainers, from twenty one of the inserted in the teaching course of Biological Sciences of UFG, eight chose to join the research. From this total, seven trainers realized the importance of the HCB elements and realized the insertion of those in their classes. However, only the insertion of these elements do not characterize as a fundamental factor for building a more adequate vision regarding scientific work. It is needed that the trainer appropriates from the history of his/her knowledge field understanding the importance of a scientific formation in which social, ethical, technological and political relations are realized as important elements for the building and thinking for the Science itself. In that sense, with a training that reaches the insertion of discussions regarding HCB, the future professor can find elements that allow the building of a more adequate vision about Science, just as a more human scientific training.Item A formação de professores de matemática no timor-leste à luz da etnomatemática(Universidade Federal de Goiás, 2010-04-15) Belo, Joaquim do Carmo; Ribeiro, José Pedro Machado; http://lattes.cnpq.br/1433861823493391; Ribeiro, José Pedro Machado; Pimenta, Adelino Candido; Barrio, Juan Bernardino MarquesThis dissertation aims to investigate/realise, in generally, the reflections about the education practiced in the three distinct periods – The Portuguese colonization (1522-1975), The Indonesian invasion (1975-1999) and The East Timor Independent (2002- current) – and, particulary, about Mathematics teachers´ formation in East Timor, by the lights of Ethnomathematics perspective. The point of view here is taken part in “choosing” this theme which makes the sum aspects importance’s to give the contributions through the reflection and to give opportunities for new perspectives as a way of difference views about the multiple issues to improve the quality of scholar education for the country. In particular, the Mathematics teachers training in the country of sandalwood that survived for at least two periods of domination and which “legacy” left by the oppressors of efforts, still needs efforts to be surpassed. For that, it was proposed as theoretical framework of the research, the field of Ethnomathematics –which one is mainly based on the author D’Ambrosio – and allied to the approach of Paulo Freire’s perspective education lode to substance reflections related to significant sources, documents and experiences lived by the researcher. Methodologically, the study includes a component of critical, theoretical and empirical reflection, requiring the author's subjective involvement in the collection of the primary and secondary data. The research was conducted through bibliographic and documentary procedures with ethnographic inspiration and involved a self-critical dialogue of the researcher taking into account his own experience in school practice. Referring to the conceptions of principals authors which as theoretical ground fundaments of this research; discuss as appointment, to the formation of teachers (mathematics) of East Timor, the education of peace, to the citizen and to the world civilization. Emerges for there a new position regarding to the “choices” about knowledge and curriculum for the class room’s practice, which comes to contribute towards the enhancement of the existing knows/makes in East Timor’s socio-cultural context.Item DISCUSSÃO CURRICULAR A PARTIR DO TEMA ENERGIA NUMA PERSPECTIVA DE INTERVENÇÃO NA FORMAÇÃO CONTINUADA DE PROFESSORES(Universidade Federal de Goiás, 2009-04-28) BENITE, Claudio Roberto Machado; ECHEVERRÍA, Agustina Rosa; http://lattes.cnpq.br/5515276044247189The main purpose of this work was the investigation of public high school s teachers participation in various disciplines, in meetings to discuss curriculum, based on the theme energy, located in the city of Goiânia. This is a project included in a partnership university / school, in the perspective of new ways of intervention in their own practice. Starting from these assumptions is essential to highlight the role of nuclear research as the Center for Research in Science Teaching - NUPEC of IQ / UFG in environments such as school aggregate; therefore, the asymmetric relationship between the components allows both the collective and the individual growth. Whereas the theoretical and practical knowledge build the professional knowledge, this research is configured as an innovative alternative in the Teaching of Science during the execution of the project entitled "Construction of a solar collector with alternative materials: an experience in clean energy at the high school , aiming the increase of students' interest in natural and the engineering sciences, and the intention to motivate of school s teachers to adopt more stimulating science education practices. The data from this study, which has elements of a participatory research, are collected from the analysis of transcripts of six planning meetings recorded on VHS. The conclusion extracted from data analysis was that teachers find difficulties in getting engaged in activities other than those which constitute the everyday school life. At the same time we can see the potentiality that this type of approach - University / School - has in the perspective of developing new proposals of education and conclude that when supported by more experienced partners and backed up by school administration, teachers propose, discuss develop and carry out new pedagogical practices.Item Pequeno construtor: cenário de investigação para o estudo da geometria(Universidade Federal de Goiás, 2009-10-16) BOMTEMPO, Kênia; BARRETO, Maria de Fátima Teixeira; http://lattes.cnpq.br/1434730073194299This work investigates the possibilities of building miniature houses are scenarios for research for the study of geometry. It has made through a Master Programme of Education in Sciences and Mathematics at Federal university of Goiás. The study of geometry through the trial is a form of education defended by Education many researchers in mathematics education (ANDRADE; NACARATO, 2008; FAINGUELERNT, 1999; PAULO, 2001; PAVANELLO, 2007). Begin of a proposal to work through scenarios for mathematics research as it considers the student's participation in an investigative approach, through play and through the act of playing. Developed the project "Small Builder" in which students built mini-houses that the process of building geometric concepts we studied. The activities were developed in the Escola Municipal Santa Helena , at Goiania, in a room with 27 children between 10 and 12 years. The data were analyzed following the paths of qualitative research in a phenomenological approach. In the investigative process, we analyzed the ways of understanding expressed by the students and the educational intervention carried out by the teachers involved. The study converged to open three categories: the understandings expressed on the measures proposed scenario, the understandings expressed on ways and plane figures in the proposed scenario, the understandings expressed in addition to the geometry in the proposed scenario. These categories have shown the possibility of the project "Small Builder" is set as the for research, by enabling the study of geometry and also go beyond. The analysis showed the weaknesses of the teacher and student, and the ephemerality of the scenarios for research, allowing one to rethink the life-world classroom geometry.Item A literatura infantil no ensino da Astronomia: modelos mentais sobre sistema solar e estrelas de estudantes do 7º ano do Ensino Fundamental(Universidade Federal de Goiás, 2018-05-03) Borges, Elizandra Freitas Moraes; Sobreira, Paulo Henrique Azevedo; http://lattes.cnpq.br/7427949308963650; Ribeiro, José Pedro Machado; http://lattes.cnpq.br/1433861823493391; Bisch, Sérgio Mascarello; Soares, Márlon Herbert Flora BarbosaThe present research in Astronomy Education intended to understand how students' mental models of the Solar System and Stars can be modified by reading two children's books written by astronomy writers in order to minimize conceptual and alternative conceptions. Participated in the research 26 students of the 7th grade of Junior School by the Municipal Secretariat of Education of Goiânia. The study was based on a qualitative approach based on Johnson-Laird's Mental Models (1983) and Piaget's (2012) Genetic Epistemology. To do so, the following sources of data were taken: pictorial, through drawings made by students before and after reading literary books; oral expressions in conversation; and writing, with descriptions of the drawings after reading. To analyze the data, a framework was created for each theme, explaining the Conceptual Model presented by the authors. Starting from the reference of this model, the analysis of the models brought by the students before the reading was verified, that was verified if there was a change of these mental models in a moment post-reading. It was verified that the mental models after the reading of the children's literary books were modified, however, these changes were not significant to eliminate previous conceptions in students' minds.Item Alfabetização científica no ensino médio por meio do ensino por investigação(Universidade Federal de Goiás, 2018-08-31) Bosco, Elis Marina Ribeiro; Queiroz, José Rildo de Oliveira; http://lattes.cnpq.br/0121415945268262; Queiroz, José Rildo de Oliveira; Mesquita, Nyuara Araújo da Silva; Genovese, Cinthia Leticia de Carvalho RoversiThis study evaluated whether a sequence of research teaching promotes scientific literacy in high school students. For that, a didactic sequence was developed and applied through a semester discipline, of which the researcher was fully in charge of teaching. It had as its generating theme the interdisciplinary concept of "Energy and Environment" problematized in the relations between science, technology and society, through the strategy of "Teaching by Research" and theoretical presuppositions of the field of "Scientific Literacy". The sequence was applied with students of the 2nd and 3rd years of the Secondary Education of the Teaching and Research Center Applied to Education of the UFG. This is a qualitative research that had as data source field notes, audio and video recordings, and final papers of the students, having content analysis as technique and Scientific Literacy as a theoretical reference in the interpretation of data. Through the results and analysis of each group, considering the three structuring axes and the indicators of the Scientific Literacy, it was possible to identify the use of terms, knowledge and fundamental scientific concepts about their themes: understanding the nature of science and ethical and the understanding of the relationships between science, technology, society and the environment, the collection and testing of hypotheses, justification, prediction and explanation of the research carried out by each of the groups. I conclude that a Sequence of Teaching by Research promotes Scientific Literacy in high school students.Item O PIBID no contexto das políticas de formação de professores de biologia e matemática na Universidade Estadual de Goiás(Universidade Federal de Goiás, 2014-12-22) Brasil, Melca Moura; Chaves, Sandramara Matias; http://lattes.cnpq.br/8215617614854729In this research we seek to understand the implications of Pibid (Institutional Program of Initiation Grant to Teaching) in undergraduate courses in Biology and Mathematics from the State University of Goiás from the activities of the courses through their subprojects. For this our work was based on the following questioning: What are the impacts of Pibid in training courses in Biology and Mathematics from UEG? What impact has the Pibid within schools field? The Pibid contributes to the continuing education of teachers of Biology and Mathematics in schools where the program is run? Given the nature of the problems to be unveiled, and working with qualitative data, we chose a qualitative research, sources of data and information for its development were: documents (subprojects Pibid / CAPES / UEG / 2013), involved subjects (students, area coordinators and supervisors). The instruments used for data collection were: the online questionnaire, semistructured interviews and analysis and reporting of subprojects partial and final. From our analysis we can say that Pibid provided maturity and growth in academic scholarship, breaking the disciplinary logic and also enabled the articulation between theory and practice, favoring the construction of professional identity and teaching. The results also provided us view the program through the speeches of those involved. In conclusion, this fosters the improvement of initial teacher education through interaction between their actors (students, supervisors, teachers and head teachers in area), ie, training-university-school, enabling future teachers contact, understanding and reflection on the teaching profession and the reality of the school context.Item Intervenção Pedagógica no Ciclo I em Goiânia: do proposto ao vivido(Universidade Federal de Goiás, 2010-12-20) CANEDOS, ágda Alves de Asevedo; BARRETO, Maria de Fátima Teixeira; http://lattes.cnpq.br/1434730073194299El Ciclo es una forma de organización pedagógica que viene siendo desarrollada desde la década de ochenta en varios municipios de Brasil, entre ellos, Goiânia. Se trata de una práctica educativa direccionada para la formación integral del ser humano y de su inclusión social. Y en el contexto del ciclo que este trabajo investiga, en la intervención pedagógica en el ciclo I en Goiânia: de lo propuesto a lo vivido, con la finalidad de comprender lo que es la propuesta de intervención y cómo ella actúa en el aprendizaje de la Matemática. El proyecto sigue la postura fenomenológica de investigación. Los datos son poducidos por el análisis de los documentos de referencia de la Red Municipal de Educación y de las Escuelas estudiadas (Propuestas Político-pedagógicas), y de las descripciones de los sujetos involucrados en el proyecto (alumnos, profesores y padres). Y, a partir de estas descripciones, busqué los puntos de convergencia que posibilitaron evidenciar el fenómeno investigado, sin la preocupación de encontrar generalizaciones, con el fin de explicacar la comprensión sobre esta intervención, y el conocimiento matemático propuesto y vivido en este proceso, en la red municipal de Goiânia. Los resultados indican que en Goiânia hay aceptación del Ciclo por parte de los profesores, desde que con él, los alumnos puedan avanzar aprendiendo. El defasaje y el analfabetismo podrían ser amenizados si la intervención en la escuela fuera una práctica constante de reflexión colectiva de los profesores, en torno de problemas concretos del aprendizaje de los alumnos. Al retomar aspectos históricos de la educación municipal de Goiânia, se constata que, continuamente, las gestiones han intentado resolver los problemas educativos. Hay, sin duda, un enmarañado de proyectos y propuestas que fueron y todavía son elavorados y ejecutados por profesores. Entre tanto, es comprensible que los problemas de aprendizaje en la red municipal necesitan, no solo de intervención puntual o de un desplazamiento de alumnos y profesores por reagrupamientos, sino de la comprensión por parte de los gestores, coordinadores y profesores de lo que es la intervención, y de cómo operar colectiva y didácticamente las acciones. En fin, la perspectiva de este trabajo de investigación puede ser uno de los caminos para (re)pensar colectivamente la intervención, en las series iniciales del Ciclo I, con la participación de los profesores, padres y alumnos.