Mestrado em Educação em Ciências e Matemática (PRPG)
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Item Etnomatemática na educação de jovens e adultos: um olhar sobre a produção científica no Brasil(Universidade Federal de Goiás, 2020-03-04) Almeida, Kêite Ferreira de; Souza, Roberto Barcelos; http://lattes.cnpq.br/4853908842861334; Souza, Roberto Barcelos; Pimenta, Adelino Candido; Machado, Vânia LuciaDissertation linked to research strand Teaching and Learning of Sciences and Mathematics of the Education, Sciences and Mathematics Graduate Program at Goiás Federal University. This is a knowledge status quo research and its object relies on theses and dissertations that tackle Ethnomathematics in the Youth and Adult Education (EJA), published between 1996 and 2018. Our analysis corpus was constituted of 30 works (24 theses and 6 dissertations). Therefore, this research was carried out taking into account the following questions: a) Institutionalized as a Basic Education mode after the Law 9.394/96, from this benchmark on, what are the aspects that trigger intellectual interest from a group to produce knowledge concerning the teaching of Mathematics in EJA from the ethnomathematical perspective? b) Considering the problem, theme focus, objectives, methodological aspects and distribution (space-time) as scientific activity features, what are the stylistics traits that characterize dissertations and thesis on the teaching of Mathematics in EJA from the ethnomathematical perspective? c) Understood as structural elements of “Ethnomathematics in EJA”, what are the EJA assumptions, target audience and Ethnomathematics are conveyed by the scientific production that was analyzed? We believe that it is necessary to have more understanding regarding what has been created by a group of Mathematical Education researchers when it comes to teaching demands in the EJA setting. We see that the dissertations and theses on the topic “Ethnomathematics in EJA” indicate possibilities to grasp such demands, as well as possible Ethnomathematics-based contributions. The content analysis was based on the Ludwik Fleck´s framework (1986), specifically on the following analytical categories “thought styles”, “thought collective” and “inter and intra-circulation of ideas”. Our findings show that there is an asymmetrical geographical distribution; research trend in the learner-led theme focus; lack of explanation regarding philosophical references on which the methodological aspects are based; expansion of Thought Style in Mathematical Education (EPEM), since it gathers active elements of thought related to Ethnomathematics and teaching of Mathematics in EJA.Item Inovação no ensino de ciências no Brasil: para que finalidades educativas?(Universidade Federal de Goiás, 2022-08-30) Alves Filho, Marcos Antonio; Echalar, Adda Daniela Lima Figueiredo; http://lattes.cnpq.br/3758976350155947; Echalar, Adda Daniela Lima Figueiredo; Oliveira, Natalia Carvalhaes de; Silva, Katharine Ninive PintoAlthough the discourse on the need to innovate education is explicit in the mainstream media, justified mainly by the supposed failure of the school institution, the discussions on innovation in education began to gain strength in the early twentieth century, being considered a fundamental process for economic development. As far as education is concerned, the discussion about innovation is linked to the idea of modernization, through the use of technologies and adaptations of productive models in school environments. In the context of the construction of the phenomenon in science teaching and based on the materialist-historical-dialectical (MHD) approach, this research starts from the following research problem: what is the theoretical perspective(s) that support academic research on innovation in science teaching in Brazil? Therefore, this research aimed to understand the theoretical basis of research on innovation in Science Education in Brazil. To this end, this research based its discussion on innovation on Ferretti (1989), Goldberg (1989), Saviani (1989), Ferreira (2013); to base our discussion on school purposes we refer to Lenoir (2013) and Libâneo (2019) and, finally, to discuss the relationship between education and technology in Peixoto (2012, 2015). The research in question carried out a bibliographic study, of the state of knowledge type. To compose the corpus of this research were selected theses from Postgraduate Programs (PPG) in the area of Science Teaching, which were in operation, from a search in the Platform Sucupira of CAPES in the area of teaching. After selecting the programs, the library of each program was consulted in the search for defended theses that contained in the title, abstract or key words the following descriptors: innovation; innovating; innovate; innova; innovator. In the search for productions that discuss innovation in science teaching, 24 theses were found, in the period from 2009 to 2020. We can highlight that the discussions about innovation are guided, in general, by two educational purposes: conservative, which has as ideological basis the conservatism and reformism, and progressive, which is ideologically based on the revolutionary perspective. The research that composes the corpus of our study, in its great majority, reproduces the neoproductivist logic of education, directed sometimes by the constitution of competencies for the formation of the citizen of the 21st century, and sometimes by the centrality of the subject in the teaching and learning processes. It is worth noting that an innovative orientation of teaching that transforms the educational process must necessarily be affiliated with an educational project that resists the hegemonic project.Item A formação de professores que ensinam matemática e os dispositivos móveis: um olhar sobre dissertações e teses brasileiras publicadas no interstício 2011-2019(Universidade Federal de Goiás, 2022-09-27) Alves, Kelen Michela Silva; Moraes, Moema Gomes; http://lattes.cnpq.br/9070130706700712; Moraes, Moema Gomes; Araújo, Cláudia Helena dos Santos; Rosa, Dalva Eterna Gonçalves; Civardi, Jaqueline AraújoThe present research is linked to the line of research Teaching and Learning of Science and Mathematics, of the Postgraduate Program in Science and Mathematics Education, of the Federal University of Goiás. The use of mobile technological resources to establish connections with other devices or systems to create opportunities for the organization and acquisition of information and knowledge has spread in several training spaces. In the search to understand this insertion in the educational environment, this research aimed to unveil and analyze how Brazilian theses and dissertations, in the teaching area, approach the use of mobile devices, in the context of teacher training for mathematics teaching, in the interstice from 2011 to 2019. For this, teaching was observed as a historically constructed profession, encompassing public policy initiatives for teacher training and the insertion of mobile devices in the educational field. Based on Honoré (1980), Nóvoa (1992), Garcia (1999), Alarcão (1998), Imbernón (2011), and Brzezinski (2011, 2016), the process of composing studies on teacher education presented as a field of disciplinary. Nóvoa (1992), Tanuri (2000), Saviani (2005, 2009), Gatti and Barreto (2009), Diniz-Pereira (2013), and Gatti et al. (2019) helped the studies to address the process of teacher training in Brazil. Fiorentini and Lorenzato (2009), Fiorentini (2009), and Santos (2017) contributed to the reflection on teacher training in the field of mathematics education; Moraes (1993, 1997), Bonilla and Pretto (2000), Moraes (2002a, 2002b, 2012), Almeida (2008), Shiroma and Evangelista (2015) and Bueno (2017) to address information technology policies for teacher education for the use of technologies. In addition, concerning the relationship between technologies and education, Vieira Pinto (2005), Peixoto (2008, 2012, 2015), Moraes (2016) and Peixoto and Moraes (2017) were taken as references. It was supported methodologically, by Romanowski (2002), Romanowski and Ens (2006), and Ferreira (2002) for the documental study called the State of Knowledge, with a view to mapping and analyzing the pedagogical-didactic discourses present in the academic productions available in the Thesis and Dissertation Bank of Capes and the Brazilian Digital Bank of Theses and Dissertations (BDTD). Using the descriptors "Applications", "Apps", "Smartphones", "Tablets", "Mobile devices", "Portable", "Mobile", "Laptops", "Notebook" and "Cellular devices" associated with the terms "Teacher Training" and “Teaching in Mathematics” constituted the research corpus through twenty pieces of research, being ten academic master's research, five doctoral research, and five professional master's researches. Qualitative studies of the corpus helped to observe the complexity of the relationships established between teacher training and the use of mobile devices, which three categories were perceptible: emphasis on mobile devices, emphasis on teacher training, and articulation between teacher training and the mobile devices. The references that supported these discussions emerged a posteriori, through data extracted from the corpus. Discussions present in research on technological devices sometimes present them as a determining factor to transform society, culture, politics, and the economy; sometimes they recognize mobile devices as a social construct, as an expression of human activity, which has its contradictions, problems, and possibilities in the educational field.Item O ensino de Biologia na educação de jovens e adultos: a perspectiva histórico-cultural como princípio da organização do ensino-aprendizagem(Universidade Federal de Goiás, 2022-02-21) Avelar, Lucas Martins de; Paranhos, Rones de Deus; http://lattes.cnpq.br/9743767959125352; Costa, Cláudia Borges; Coelho, Leandro Jorge; Guimarães, Simone Sendin Moreira; Paranhos, Rones de DeusThis study has the Historical-Dialectical Materialism as a method and the Historical-Cultural perspective (HC) as a theoretical framework. The investigation is linked to the Research Network on Science Teaching in Youth and Adult Education (REPEC-EJA). The object is the Brazilian production in Biology Teaching at EJA. Based on the author's work with the social movement of the EJA Forums and the subjects studied during the master's degree, the following research question was formulated: How has the Historical-Cultural perspective been incorporated as a principle for the organization of teaching and learning in research on Biology Teaching at EJA? The specific questions unfold from it: a) What aspects of HC are mobilized by the productions? How are they linked to each other?; b) What relationships are woven by the productions between Biology Teaching, EJA and the Historical-Cultural perspective?; c) When considering teaching and learning as a human activity, what elements characterize the dynamics of your organization in the context of the interventions proposed by the research? The bibliographic research of the State of Knowledge type was adopted as a methodology. Fifteen dissertations were analyzed. The corpus consists of a clipping of the research collected by the collective of REPEC-EJA in the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES) for the period 1997 to 2019. elaboration of a grid as an instrument for data collection. The analysis of the works made possible the emergence of three assertions: 1) The incorporation of the Historical-Cultural perspective in the research occurs in a light way and by combining it with other references of different epistemological bases, a theoretical amalgam is formed that reproduces the ideas of the pedagogies of “learning to learn”; 2) The manifestation of the empirical desire for criticality is contradicted by the dynamics of the teaching-learning organization, which endorses the hegemony of the conception of the task teacher.; 3) As a socio-historical process and product, research contains contradictions that generate the need for theoretical bases that support pedagogical activities that effectively promote transformative praxis. The investigation also indicates, for the field, the urgency of studies that are committed to building didactic-pedagogical principles for Biology Teaching in EJA based on the Historical-Cultural perspective.Item O estado do conhecimento sobre a relação da Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP) com o ensino de Matemática nas teses e dissertações no período de 2008 a 2021(Universidade Federal de Goiás, 2022-07-06) Borges, Fábio de Sá; Furtado, Wagner Wilson; http://lattes.cnpq.br/7242809620740722; Furtado, Wagner Wilson; Ribeiro, Jose Pedro Machado; Souza, Matheus Bernardini deThe present study aims to analyze the productions of master's and doctoral degrees, accomplished between 2008 and 2021, that presented investigations related to the importance of the Brazilian Public Schools Mathematics Olympics (OBMEP) in the teaching of Mathematics. It is a bibliographic research of qualitative approach with exploratory character, in the State of Knowledge type. The research was developed from a collection from the catalogs of the Bank of Theses and Dissertations of CAPES and the Brazilian Digital Library of Theses and Dissertations, both available on electronic platforms, culminating in a selection of five theses and 135 dissertations. A reading form was used as an instrument to record the references of the analyzed studies. The systematic study of the general characteristics of the research was developed based on seven categories, established a posteriori: C1 – Teaching proposal with OBMEP as a complement; C2 – Problem Solving Methodology applied to OBMEP questions; C3 – Analysis of results and performances; C4 – Critical analysis of questions; C5 – Analysis of errors as methodology in the analysis of answers; C6 – Relation to theoretical, educational, philosophical and political aspects; and C7 – Research with more diverse themes, with OBMEP in a secondary role. Among the results, it was verified that most of the productions are concentrated in the Professional Master in Mathematics in National Network (PROFMAT) Program, prevailing works focused on the presentation of didactic-methodological teaching strategies, typical of professional masters. In addition, in most studies, there is a predominance of the contributions of OBMEP and its programs and portals in the field of mathematics teaching. However, there is a lack of investigations that have OBMEP as the main object, or research with deeper reflections on the impacts of OBMEP on the teaching and learning Mathematics process, especially regarding the goal of social inclusion of the Olympics.Item O jogo mancala Ayò na escola pluricultural Odé Kayodê: diálogos entre a etnomatemática e a decolonialidade(Universidade Federal de Goiás, 2021-12-15) Campelo, Adriana Ferreira Rebouças; Ribeiro, José Pedro Machado; http://lattes.cnpq.br/1433861823493391; Ribeiro, José Pedro Machado; Ferreira, Rogério; Nazareno, EliasThis entire thesis expressed the intention to understand and identify the Ethnomathematics knowledge present in the African game Mancala/Ayó in Escola Pluricultural Odé Kayodê that could be mixed with the intercultural and decolonial perspective and to analyze through the use of the referred game which mathematical learnings are presented by children from Escola Pluricultural Odé Kayodê. Based on it, we decided to apply the Mancala Ayò/Ori game as an educational method that values Ethnomathematic knowledge of African and Afro-Brazilian matrix reflected in the school context of the Escola Pluricultural Odé Kayodê Pluricultural of the Espaço Cultural Vila Esperança, expanding our view and creating no hegemonic forms. The choice to investigate the African Mancala/Ayò game came up with the following question: how are the Ethnomathematics knowledge present in the African Mancala/Ayó game constructed and understood? By means of the use of the game, which mathematical learnings can we notice in the children of Escola Pluricultural Odé Kayodê? How do they deal with a decolonial perspective? The groups of conversation with children were crucial to our understanding, where conversation stood out as a methodological path. In this specific point the children groups of conversation worked as a potentiator of intercultural dialogued based on Ethnomathematics and on the operationalization planning of the methodological matrix, based on decolonial praxis, driven by contemplation, conversation and reflection. The proposal of Ethnomathematics intends to understand the mathematical knowledge and practice of marginalized cultures, recognizing that all cultural groups perform and do mathematics, and that within universities there is one among many other mathematics. It is well known that recognizing the presence of mathematics in an African game is contributing to the construction of our identity, valuing those who were marginalized from the knowledge construction process. Articulating in a continuous remaking, echoing the decolonial and intercultural making, as processes that intelace, reverberating forces, initiatives and ethical perspective that instigate us to question, transform, rearticulate and build.Item Análise de processos de construções de modelos: o movimento de translação(Universidade Federal de Goiás, 2021-07-19) Costa Junior, Edson Ferreira da; Alvarenga, Karly Barbosa; http://lattes.cnpq.br/8950541327384418; Alvarenga, Karly Barbosa; Silva, Jhone Caldeira da; Villa-Ochoa, Jhony AlexanderThis work aims to analyze the construction processes of mathematical models carried out by first-year high school students, to represent the changes in the plane, specifically the horizontal movement. Geometric transformations, isometries, rigid movements and symmetries are common, either formally or in a simple way. With the purpose of mediating the work between these two extremes, a workshop was carried out, with the students developing the mutual teaching of algebra, geometry and arithmetic so that they could make use of creativity and mathematical language to descrive the actions observed. The workshop was supported by ideas about mathematical modeling, with the intention of mathematically interpreting and describing the horizontal translation movement through the manipulation of the concrete material, then providing a better visualization of the situation investigated by the participants. Therefore, two workshops were held with students during the 1st year of high school (14 – 15 years) in a public school in Goiás. It is important to emphasize that the objective was not to find the correct solution, the ideal answer, but to create a space of construction of significant knowledge where students, with the help of the teacher, were instructed to discover, criticize and question their decisions and the creation of a model based on the concrete world. To gather data, activity forms, questionnaires and audio recordings were used. Regarding the results, the arithmetic, algebraic and geometric approaches were analyzed when representing the phenomenon, and students showed difficulties related to the elementary operations and the use of symbology. It was noticed that students used one of the languages, the mathematics or the written mother tongue, or both, to solve problems by choosing the one that is more convenient for them to understand. It is possible to conclude that these difficulties are reflections of a mechanical teaching without meaning production in the previous grades. In addition, the research results can contribute to the interdisciplinary treatment of this topic and boost the development of mathematics, in addition to highlighting its applicability in everyday life.Item Em busca de um novo território!! Estudantes dos anos iniciais aprendendo sobre o conceito de localização(Universidade Federal de Goiás, 2022-08-26) Costa, Jonathas Rodrigues Siqueira; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Jacinto, Everton Lacerda; Peres, Thalitta Fernandes de Carvalho; Cedro, Wellington LimaThis study consists of an investigation about Geometry conceptual nexuses’ appropriation, related to location geometric concept. The research starts from reflections on the teaching organization, the logical-historical movement of geometric knowledge and the formation of concepts in Vygotsky, in order to understand the complexity of learning and of human development from the cultural-historical aspects. The following question concerns us: What are the signs of location concept’s appropriation by students in the early years in a teaching institution based on the theoretical assumptions of cultural-historical approach? The theoretical foundations of this research result from Cultural-Historical Theory (CHT), Activity Theory (AT) and theoretical-methodological assumptions of Teaching Guiding Activity (TGA) as we consider them a guide of an education process for humanization and for development of concepts formation from the needs that led man to use Geometry in his daily life. To understand this problem, the concept of ‘unit of analysis’ proposed by Vygotsky (2001) is adopted. Due to the Covid-19 pandemic, it was not possible to explore in the field to obtain empirical data. Thus, the data that allow the analysis are result of a didactic-formative experiment carried out in a public school in Goiânia/GO (Brazil) by another researcher of this Postgraduate Program in Education in Mathematics Science (PhD level). The experiment is composed of various triggering learning situations that were objectified in tasks developed in 2018 and 2019, in a municipal school of Goiânia, with children from the 4th grade and, later, from the 5th grade. The oral and written reports of the students who participated in the didactic-training experiment subsidized the investigation of signs of appropriation, by those students, of geometric localization knowledge, based on the theoretical assumptions of Historical-Cultural approach. From the data obtained, we established two units of analysis: the multiple forms of meaning of location and the indications of the development of location concept. This investigation demonstrates the signs of students' transformation from interaction, cooperation, strategies, operations and actions in the search for problem solving, which enables a qualitative change in their actions and in the development of human theoretical thinking. This movement of interaction made possible the appropriation of the concept of location through the improvement of the senses and spatial perception, developing the systematization of knowledge of location, interrelated with the knowledge of sensory, practical and formal geometry.Item Astronomia no documento curricular para Goiás-ampliado: desafios e possibilidades para os anos iniciais do ensino fundamental(Universidade Federal de Goiás, 2023-05-19) Fernandes, Victória Hévelyn Pires; Sobreira, Paulo Henrique Azevedo; http://lattes.cnpq.br/7427949308963650; Rosa, Dalva Eterna Gonçalves; http://lattes.cnpq.br/2328482856293466; Rosa, Dalva Eterna Gonçalves; Echeverría, Agustina Rosa; Silva, Carlos Cardoso; Langhi, RodolfoThis study aimed to examine the contents related to Astronomy present in the Curriculum Document for Goiás Expanded, using a qualitative approach through exploratory document analysis. Data were collected and organized through filing techniques, and qualitative and quantitative surveys, in addition to the creation of codes and spreadsheets, using Discursive Textual Analysis (ATD). During the first ATD movement, 12 initial categories were identified, based on the literature review. Three intermediate categories related to teacher education, didactic resources and techniques, and knowledge of Astronomy were developed from these categories. As a result, two final categories were identified: challenges and possibilities for astronomy education. During the second movement of the ATD, 30 initial categories were identified from the reading of 2,714 skills proposed in the Expanded DC-GO, of which 442 were related to Astronomy. These skills were organized into three intermediate categories: conceptual, procedural, and attitudinal, and two final categories: explicit and implicit contents of Astronomy. The results indicate that the contents of Astronomy are present in the reference curriculum documentation for the city of Goiânia. The analysis of the production in the area suggests that changes are necessary regarding the initial and continued formation of teachers who teach Astronomy.Item Dos significados da álgebra à álgebra dos significados: uma imersão no ethos formativo de professores de matemática(Universidade Federal de Goiás, 2021-03-26) Freire, Diogo Getulio; Ribeiro, José Pedro Machado; http://lattes.cnpq.br/1433861823493391; Ribeiro, José Pedro Machado; Ferreira, Nilton Cezar; Furlan, Pablo Vandré Jacob; Canella, Juliana SilvaBased on the experiences we share in our human, docent and teacher formation itinerary and facing the difficulties that emanate from each one of these experiences, we pose the following question for our research: Is it possible for someone to manage a formative process of teachers, based on the teaching-learning process of Abstract Algebra, which dialogues with a sufficient and necessary formation in order to correspond to the demands of the docent practice of the future Mathematics teachers who intend to work at the basic level education? We presented a bibliographic revision, which contemplates the archaeology of the Algebra’s history in the basic education curriculum. Posteriorly, we focused on the documentation of our experiences as professors and researchers in the Abstract Algebra subject, which was offered to students of the Mathematics course of the Federal University of Goiás. Guided by the Theoretical Model of Semantic Field and utilizing the concepts of construction of meanings, effective communication and production of knowledge, we created an analytical matrix, what enabled us to classify the phenomena observed in two different categories: Effective Readings and Vacant Readings. These expressions refer to the dynamic of production of meanings observed in the subject offered to the undergraduates. Finally, we highlighted some general considerations that may elucidate and facilitate the comprehension of the conversations present in the teacher formation dialogues and enable the emergence of new ways to add effectiveness to this process.Item Abordagem histórica do conceito de organismo vegetal na formação de professores de biologia: elementos para superação da impercepção botânica(Universidade Federal de Goiás, 2023-02-28) Freire, Joyce Caroline; Guimarães, Simone Sendin Moreira; http://lattes.cnpq.br/0326214720994265; Guimarães, Simone Sendin Moreira; Paranhos, Rones de Deus; Gonçalves, Leticia de AlmeidaThroughout the career, the Science and Biology teacher comes into contact with several challenges. One of them is Botany teaching, a discipline that is usually taught by means of memorization, that is, in a decontextualized manner and by dealing with many names that are difficult to pronounce. This research was based on two aspects, namely: (i) how discussions about plant organisms are carried out in teacher training courses and (ii) how the recovery of the historicity of a concept could expand the domain of the theoretical system related to the Botany area. In this sense, the study aims to reconstruct the logical-historical path of the concept of organism by focusing on plants and questioning their role in the training of Biology teachers. To organize the discussions, the investigation is constituted of three moments. In the first chapter, a bibliographic survey was carried out, using two databases, in an attempt to understand the scenario of Brazilian academic publications with regard to Botany and has to do with teacher education in relation to the History of Science/Biology. In the second chapter, the historical survey of the concept of organism is presented, specifically the plants, in order to understand what the contextual and historical contributions that permeate the concept’s history are. Finally, in the third chapter, it is analysed the Pedagogical Political Projects of the Biological Sciences courses, from Teacher Education courses of three public institutions in the State of Goiás. It is noticed that the production related to the history of Botany is still in its infancy compared to other major areas of Biology. In addition, there are few publications related to teacher education. In relation to the historical survey, the relevance of Botany for the organisation of biological thought and the possibilities of an approach that considers these elements in/for teacher training is perceived. Finally, the analysis of the PPCs indicated that, quantitatively, the courses invest in an “animal” and not a “vegetable” biological discussion. It is argued that looking at the History of Botany from the point of view of research and education can help to overcome its lack of perception.Item Os nexos conceituais, a ludicidade e as ações coletivas no processo de aprendizagem de Geometria no Clube de Matemática(Universidade Federal de Goiás, 2022-02-25) Freitas, Jackeline Rossane Garcia de; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Lopes, Anemari Roesler Luersen Vieira; Borowsky, Halana Garcez; Cedro, Wellington LimaThis research analyzes the relationship between the way in which mathematics teaching is organized for the early years of elementary school, through Learning Trigger Situations (SDA's) that consist of an organized system. This system allows students to appropriate fundamental knowledge through their actions and operations, as well as the appropriation of conceptual nexus of Geometry from Clube de Matemática (CluMat), an organized and intentionally oriented learning space for students in the 1st phase of Elementary School. Guided by the principles of Historical-Cultural Theory, Activity Theory and Guiding Teaching Activity, this study aims to investigate the evidence of appropriation of conceptual nexus of Geometry by students of the 4th year of Elementary School of a public school municipal, with the development of SDA's in CluMat. A didactic experiment was used as a research methodology, in which the learning of geometry in CluMat through the SDA's will be analyzed and, if they provide the movement, from the collective to the individual, of the construction of geometric theoretical thought and the appropriation of nexuses concepts of geometry by CluMat participants. We seek to understand our research object through the children's oral and written man ifestations in the CluMat Meetings held weekly, totaling 11 meetings. Such manifestations were registered through audiovisual recordings, photographic records, observation, field diary, record sheet and conversation wheel. This data production supported the search for answers to the research question, namely: What are the signs of appropriation of the conceptual nexus of Geometry by stu dents participating in CluMat? To unveil the phenomenon, an analysis was carried out based on the concept of units proposed by Vigotski (2001). Thus, three units were used, namely: 1) collective actions and reflections in the learning space; 2) playfulness as a characteristic in the organization of situations that trigger learning and 3) evidence of appropriation of knowledge about Geometry through SDA's. The movement of analysis allowed us to infer that the children presented a reformu lation of solution strategies, through the sharing of ideas and the re-elaboration of individual actions in favor of the common goal; that there were manifestations of actions with different qualities among the participants, to which part oriented to the search for knowledge, while others were not involved by the playful actions and, revealed indications of appropriation of geometric conceptual nexuses in a development that started from observation to the need to a geometric language. Nevertheless, the final result of this process consists of a teaching organization that, in a way, valued observation and geometric abstraction based on empiricism.Item Formas de socialização do conhecimento por cientistas: as redes sociais em perspectiva(Universidade Federal de Goiás, 2021-10-21) Gomes, Diego Diniz Ferreira; Mesquita, Nyuara Aráujo da Silva; http://lattes.cnpq.br/6971106875143413; Mesquita, Nyuara Aráujo da Silva; Soares, Marlon Herbert Flora Barbosa; Vaz, Wesley FernandesWhen considering the context of scientific dissemination practices in the blogs and Instagram profiles of scientists in the field of Chemistry Teaching, the general objective of this research was to analyze the relationships established between scientific practice and its socialization by scientists, within the scope of social networks, seeking the relationships established in a new model of scientific dissemination. The netnographic method was used as a methodological path for this investigation, which has its origins in ethnography and as a basis the study of behavior in digital environments. We have as a guiding question for the research: how do scientists in the Chemistry Teaching area position themselves in relation to scientific dissemination on their blogs and Instagram and how the interaction processes established in these networks contribute to the circulation of scientific knowledge? To answer this question, theoretical discussions were held about cyberspaces and the relationships that are produced in them and, finally, we sought to discuss issues related to scientific dissemination and the production of fake news on social networks and how these have an impact on society. Four pages of blogs in the area of Chemistry Teaching and five Instagram profiles were selected that have a direct relationship with the pages of the blogs. Through the immersion carried out in these networks and in the pages of the blogs, two categories of analysis emerged: the relationship between the pages of the blogs and scientific dissemination, and the interaction established with Internet users on Instagram. As a result of these analyses, it was shown at first that the pages of the blogs fulfill the function of the content characteristic of the practices of scientific dissemination, however, there was a disuse by the subjects who access these pages. Regarding Instagram profiles, we can show that they carry out scientific dissemination, however, engagement on these pages is still low and this may be a result of the Instagram algorithm in the delivery of content. Finally, we conclude that making scientific dissemination in social networks can contribute to the circulation of scientific knowledge, however, it is necessary to broaden the discussions on this theme to understand in a more profound way the real reach of these pages and profiles with the public curious about science.Item Adaptação biológica e a evolução dos seres vivos: os fundamentos de uma ideia para a compreensão de uma teoria(Universidade Federal de Goiás, 2020-04-08) Gontijo, Lucas Salvino; Guimarães, Simone Sendin Moreira; http://lattes.cnpq.br/0326214720994265; Guimarães, Simone Sendin Moreira; Paranhos, Rones de Deus; Nascimento Júnior, Antônio FernandesThe objective of this theoretical research is to reveal which elements of the historicity of the biological adaptation concept can be considered central to the understanding of the theory of the evolution of species in the formation of biology teachers, from the approach of History and Philosophy of Science (HPS); in addition to seeking a dialogue with these elements in the Pedagogical Project of the Degree Course (PDC) in Biological Sciences at the Universidade Federal de Goiás (UFG). Therefore, the focus of the analysis was to search works – original and translations – of philosophers and naturalists who addressed the interaction between the morphology and behavior of living beings with the environment. Among them: Empedocles of Agrigento (495-444 BC), Aristotle of Stagira (384-322 BC), Saint Thomas Aquinas (1225-1274), Buffon (1707-1788), Lamarck (1744-1829) and Charles Darwin (1809-1882). To epistemologically substantiate the subject, we use the works of Ernst Mayr (1961; 1998; 2005; 2008; 2009), and to discuss the logic of construction of scientific thinking we based ourselves, mainly, on Kopnin (1978). The initial review corpus of academic papers (theses and dissertations) consisted papers using as descriptors "initial teacher training", "philosophy of biology", "biological adaptation" and "biological evolution". Since scientific knowledge is the result of human beings’ interaction with each other and the environment, we abstract from classical works what we consider “private” to understand the concept of adaptation, listing these elements in a logical narrative that points to the theory of the evolution of species as the “universal” that integrates biological knowledge. With that, we consider the PPC pf the Biological Sciences Degree at UFG and from an initial analysis we identified, in the narrative that organizes the document, a perspective aligned to the valorization of biology based on a set of discoveries, contradictions, advances, limitations and setbacks; whose menus, however, does not reflect this concern. We understand that any effort aimed at training biology teachers must consider the internalist and externalist aspects that, throughout a historical process, have engendered Biology as unique Science.Item O que fundamenta a proposta dos CEPIs em Goiás?(Universidade Federal de Goiás, 2023-05-22) Gontijo, Matheus Costa; Echeverría, Agustina Rosa; http://lattes.cnpq.br/5515276044247189; Echeverria, Agustina Rosa; Maciel, David; Echalar, Adda Daniela Lima Figueiredo; Adda Daniela Lima Figueiredo EchalarLa educación en tiempo integral ha avanzado significativamente en el Estado de Goiás con la implementación de los Centros de Enseñanza en Período Integral (CEPIs). La implementación de ese modelo está de acuerdo con los objetivos establecidos en el Plan Nacional de Educación (PNE) (BRASIL, 2014) y a los del Plano Estadual de Educación (PEE) (GOIÁS, 2015) que determinan la expansión de la enseñanza integral cuyo objetivo es “Ofrecer educación en tiempo integral en, como mínimo, 50 % (cincuenta por ciento) de las escuelas públicas, de forma a atender, pelo menos, 25 % (veinticinco por ciento) de los (as) alumnos (as)de la educación básica.” (BRASIL, 2014). En ese marco, el gobierno de Ronaldo Caiado (2019 -) ha invertido cada vez más en la implementación de esa modalidad de enseñanza. En este trabajo tuvimos el objetivo de elucidar lo que fundamenta la propuesta de los CEPIs en el Estado de Goiás por medio del análisis documental de su Programa y de documentos que referencian ese modelo educacional, así como los principales documentos que establecen las directrices para la educación en países de capitalismo dependiente. También apuntamos en la discusión, como esa propuesta y su fundamentación establecen el lugar de la Enseñanza de Ciencias dentro de su programa. Ese análisis partió de la óptica del materialismo histórico con foco en la influencia de los aparatos privados de hegemonía de la clase dominante en la educación pública a través de lo público no-estatal y su relación con el Estado y la sociedad civil, con el recorte de las tres últimas décadas, período marcado por el proceso conocido como empresariamiento de la educación. Discutimos la influencia de los sectores de la sociedad civil en la educación, entendida como estrategia para atender las demandas del capital y su reproducción a partir de la coerción y del consenso. En nuestra análisis concluimos que la propuesta de los CEPIs está alineada con las principales orientaciones internacionales de los organismos multilaterales y que, con el apoyo de los aparatos privados de hegemonía y de los intelectuales de la burguesía o cooptados por ella, esa propuesta profundiza la captura de la subjetividad de los sujetos por la lógica del mercado en el marco del neoliberalismo, configurándose como una propuesta que 13 refuerza el mantenimiento y la reproducción del capitalismo y la subsunción de la educación a los idearios neoliberales de mercado.Item Razão e experiência na história da natureza da luz para alunos do ensino médio(Universidade Federal de Goiás, 2022-04-08) Gonzaga, Patrícia Ferreira de Souza; Queiroz, José Rildo de Oliveira; http://lattes.cnpq.br/0121415945268262; Queiroz, José Rildo de Oliveira; Melo, Ana Carolina Staub de; Mesquita, Nyuara Araújo da Silva; Ferrari, Paulo CelsoA relevant aspect to understand the Science is the link between rational construction and experimentation. In view of this, we developed and applied an elective course for students whose axis was the history of the nature, presenting as ruptures and reconstructions of thought until the development of the conception of scientific nature. In order to discuss the link between rationality and experience, we use the epistemology of Gaston Bachelard. through the analysis of knowledge of knowledge and carried out in the classroom, we analyze how contemporary activities of content analysis by students on three categories and organize our results: “a phenotechnic”; “the epistemological vector of reason experience”. The results indicate that the approach based on Bachelard's epistemology has the potential to overcome a distorted image of the nature of science. Thus, this work can contribute to discussions on the use of HFCs in teaching, especially for teaching the nature of science.Item O ensino de matemática na escola quilombola de Nilópolis/GO: enfoques e reflexões sob a perspectiva da etnomatemática(Universidade Federal de Goiás, 2022-08-30) Guerra, Jesìbias Oliveira Pacheco; Ribeiro, José Pedro Machado; http://lattes.cnpq.br/1433861823493391; Ribeiro, José Pedro Machado; Machado, Vânia Lúcia; Souza, Roberto BarcelosThis work is a participatory social research that took place in two aspects: the autonomy of the remaining quilombos of Cachoeira Dourada/GO, when they conquered the self-affirmation with the Palmares Foundation, to certify themselves as Quilombola Córrego do Inhambu Community (CQCI) ; and the interest of the subjects of the Vicente School, in rethinking their pedagogical practices and the school curriculum, in the sense of offering a teaching that correlates the plural diversities present in the school context, with the Pedagogical Political Project (PPP) of the school in line with the laws affirmations in force. In this bias, the general objective sought to: understand in the light of Ethnomathematics and decoloniality, how the school, teachers and the quilombola community organize teaching at the Vicente School, after self-definition as Quilombola School, and how the teaching of Mathematics it is contemplated in the PPP and in the conceptions of both the school subjects and the CQCI. The data collection instruments were: document analysis, in loco observation, field diary and semi-structured interview. Thus, it was possible to triangulate the collected data and describe the observed phenomena in sections, resisting the neutrality character. The theoretical framework, from the perspective of the authors D'Ambrósio, Walh, Grosfoguel and Maldonado-Torres, corroborated the understanding of the phenomena: Ethnomathematics, transdisciplinarity, coloniality and decoloniality, contributing to a critical-reflexive analysis of the epistemological and sociocultural knowledge of the school context , highlighting their different ways of producing knowledge, and that this production manifests itself in a contextual, critical, reflective and constantly moving way. We realize that ethnomathematical ideas and decolonial thinking appear timid both in dialogue and in school activities, this certainly stems from the lack of continuing education with the subjects of the Vicente School, after the school's certification as a quilombola. It is important to emphasize that the school teachers are waiting for the creation of a discipline in the diversified curriculum of the Municipal Education Department of Cachoeira Dourada/GO, to strengthen democratic actions in the school's PPP. The members of the CQCI, on the other hand, seek to integrate their actions into the physical and pedagogical body of the school, in order to strengthen their political, social, cultural and religious achievements and to make the quilombola project grow in the southern region of Goiás. We understand in this space-time that the methodological and instrumental strategies of the teachers' praxis, focusing on a reference curriculum, cannot meet the demands of offering a Quilombola School education, in the molds of Resolution CNE/CEB 8/2012, but there are interest of the teaching staff in offering schooling based on dialogue, respect and the differences of the other.Item O ensino de matemática da escola família agrícola de Goiás (EFAGO): um estudo de caso na perspectiva dos alunos e da professora do terceiro ano do ensino médio(Universidade Federal de Goiás, 2023-12-15) Jesus, Carlos Augusto Cardoso de; Souza, Roberto Barcelos; http://lattes.cnpq.br/4853908842861334; Souza, Roberto Barcelos; Daude, Rodrigo Bastos; Pimenta, Adelino CandidoThis work aims to analyze the perceptions of a mathematics teacher and third year high school students about the sociocultural contributions of mathematics teaching at EFAGO, and how teaching is dialoguing with school documents. This concern arose from the perception of the peasants' need to use methodologies capable of promoting greater significance in their mathematical learning. For D'Ambrosio (1997) school education must combine theory and practice, therefore, teaching must have a deep connection with the sociocultural context of young people, mathematics resulting from this connection brings more meaning to students. Based on this objective, we question: does the teaching adopted at EFAGO dialogue with the sociocultural knowledge of the students and, consequently, makes the learning of mathematics meaningful? We understand this research as qualitative, being a case study. As data construction tools, we believe that the application of questionnaires and interviews, in addition to the construction of a field diary, enable data triangulation, which may increase the chances of success. To produce such contributions and reflections, we based ourselves on Begnami's (2019) theories on the pedagogy of alternation; mathematics teaching with Fiorentini (1995) and D'Ambrosio (1998), rural education with Caldart (2004), formal, non-formal and informal education with Gohn (2010).Item Estudo sobre apropriação cultural científica numa perspectiva afrocêntrica em aulas de química(Universidade Federal de Goiás, 2022-11-18) Lima, Michel Marques de; Benite, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647; Benite, Anna Maria Canavarro; Amauro, Nicea Quintino; Shuvartz, MarildaThis study is based on the afrocentric perspective and has as it’s general objective to investigate how it is possible to use afrocentricity as a tool in the construction of an afrocentric proposal for the chemistry teaching that is in line with the demands of Law 10.639/03 and related documents. We captured the data using filmic resources and transcribed the audios dividing them into turns. The extracts analyzes were divided according to the technique of Conversation Analysis and discussed using the afrocentric lens. The results show possibilities of apprehending chemical concepts in afrocentric classes and that it is possible to build counter-hegemonic pedagogical resources in chemistry teaching, and these can come to meet the political demands of black population.Item Alisamento capilar: de experimentos da ciência moderna ao design de objeto virtual de aprendizagem para a contextualização no ensino de Química(Universidade Federal de Goiás, 2021-09-27) Lima, Thaís de Souza; Benite, Claudio Roberto Machado; http://lattes.cnpq.br/9059906601238363; Benite, Claudio Roberto Machado; Echeverria, Agustina Rosa; Silva Filho, Juvenal Carolino daFor a long time, the addition of formaldehyde to cosmetic products by hairdressers with the purpose of hair straightening was common, due to its easy marketing. From 2009, aiming to restrain the indiscriminate use of formaldehyde added to hair products, due to its harmful effects to users, the Ministry of Health, through Anvisa, adopted the Board Collegiate Resolution – RDC 36, forbidding “the exposure, selling and delivering to consumers of formalin or formaldehyde (37% solution)” by stores, making it hard for hairdressers to add it to the products they sell. The improper continuity of this beautification practices, several questions were raised to Anvisa regarding the addition of formaldehyde to products of the cosmetics industry, leading it to adopt the 2013 Resolution 15, mandating a maximum percentile of 0,2% as a preservative. Given this scenario, the following questions are raised: if the use of formaldehyde is regulated by Anvisa, how come the substance is still used with concentrations above those allowed in beauty parlors? Which are the causes for the constant and improper usage of this substance? What is the necessary critical knowledge for society regarding the employment of this beautification practice? Based on advanced techniques of modern science (SEM, NMR and Identification and Quantification of Free Formaldehyde) to the analysis of hair strands and quantification of formaldehyde in cosmetics, this research aims at pointing to pedagogical elements that guide the teacher to provide a chemistry class with a focus on critical and reflexive formation of students in high school and university regarding the indiscriminate use of the practice of hair straightening, using as a mediating tool the virtual leaning objects (VLO) known as “Hair Straightening: under the microscopic eye”. Considering the researcher also works as a teacher and hair dresser, elements to analyze their own reality were sought in the participating research, aiming at the teaching of school concepts through the “hair straightening” theme. The stages of this investigation are: identifying the problem; elaborating a teaching and citizenship formation project; technical analysis of samples of products designed for hair straightening; elaboration of the VLO through the data obtained through the aforementioned techniques; theoretical considerations on the application of VLO in high school classes in Goiânia public schools. With the carrying out of this study, we expect to provide to the acting subjects with the knowledge to allow them to reflect critically about the relation between the consumption of beautification products and pratices and health and social well-being.