Programa de Pós-graduação em Ensino na Educação Básica
URI Permanente desta comunidade
Navegar
Navegando Programa de Pós-graduação em Ensino na Educação Básica por Por Orientador "Faria, Elisabeth Cristina de"
Agora exibindo 1 - 4 de 4
Resultados por página
Opções de Ordenação
Item A compreensão do teorema de Pitágoras pelos alunos com deficiência visual: um estudo sobre as representações semióticas em geometria(Universidade Federal de Goiás, 2022-08-31) Damaceno, Érica Francielle Moreira; Faria, Elisabeth Cristina de; http://lattes.cnpq.br/5007480938176936; Faria, Elisabeth Cristina de; Gonçalves Junior, Marcos Antônio; Santos, Maria Bethânia Sardeiro dos; Guadaguinini, Míriam do RócioThis research aims to understand how visually impaired students interact with the various representation registers and how they articulate them in mathematical activities on the Pythagorean Theorem. It was developed within the framework of the professional Master’s degree in Elementary Education Teaching of the Stricto Sensu Graduate Program at CEPAE-UFG. With contributions from the Theory of Register of Semiotic Representation (TRSR), we based on Duval (2012, 2017) and Almouloud (2003, 2004, 2016, 2017) and also on the contributions of Mello (2013, 2015) and Fernandes (2004, 2007, 2008) on the teaching of mathematics to visually impaired students in the contexto of TRSR, and Lorenzato (1995, 2015) and Kallef (1994, 2012, 2016) with contributions on the teaching of geometry. The proposed research is of a qualitative nature, according to Bogdan, Biklen (1986), Ludke, André, (1986) and Triviños (1987), with an analysis method according to Fiorentini and Lorenzato (2009). Interviews with students with total blindness were used as a collection instrument, seeking to understand how they learned the Pythagorean Theorem and the representations associated with geometry. Mathematics teachers of visually impaired students were also interviewed, seeking to investigate how the Pythagorean Theorem is taught and what resources these teachers use in the teaching-learning of these students. The analysis verified how much tactile resources are fundamental for the visualization of geometric figures for students with visual impairment and also how important is the description of images and concepts associated with the content. The way of describing the algebraic representations is also fundamental for the blind student to follow the teaching in the classroom correctly. With the research data, observing the way students interact and articulate with registers of representation in mathematics, it was possible to elaborate two educational products: an educational podcast, whose title is “Talking about the Pythagorean theorem: problems and applications” and a pedagogical notebook for the teacher, whose title is: “Teaching proposals for students with visual impairment”, containing activities involving the Theorem, and observing the study of representations and specificities for teaching blind students.Item Inclusão na educação profissional: um estudo de caso sobre a formação docente para atuar com alunos com deficiência(Universidade Federal de Goiás, 2021-12-17) Harami, Fabiana Fernandes; Gonçalves Júnior, Marcos Antonio; http://lattes.cnpq.br/5872958439710615; Faria, Elisabeth Cristina de; http://lattes.cnpq.br/5007480938176936; Faria, Elisabeth Cristina de; Gonçalves Júnior, Marcos Antonio; Lima, Luciano Feliciano de; Mendes, Waléria Batista da Silva VazThis dissertation presents a research carried out within the scope of the Stricto Sensu Professional Master's Course of the Graduate Program in Teaching in Basic Education of the Center for Teaching and Applied Research Applied to Education of the Federal University of Goiás - PPGEEB/CEPAE/UFG, whose objective was to investigate the pedagogical work of professional education teachers in relation to the inclusion of students with disabilities in professional courses at the technical level. From the investigative question: How are the words and actions of professional education teachers regarding the inclusion of students with disabilities in technical level courses? A case study was carried out with eight teachers who work in the public and private network of professional education in Goiás, represented by the institutions: IFG, ITEGO/Pronatec, SENAC and SENAI. A theoretical foundation was based mainly on TARDIF (2014), MANTOAN (2015), ORRÚ (2017), FREIRE (2015) and SAVIANI (2008). Initially, it was applied an online questionnaire followed by a focus group (webconference) to deepen the discussions about teacher training and inclusive education, using a qualitative approach based on BARDIN (2016), TRIVIÑOS (1987) and BOGDAN & BIKLEN (1994). As a result, the research identified most participants recognize that they are not prepared to attend, with quality, students with disabilities, either due to lack of specific preparation, pedagogical training, emotional overload or lack of support from the institution, which does not always offer adequate conditions to receive these students and monitor the teaching work. Thus, based on the identified needs, an educational product was elaborated, a book in the form of an e-book, entitled Inclusive Professional Education: material aimed at teacher training in an inclusive perspective, which addresses the types of disabilities, legislation and suggestions for materials to deepen the reflections on the theme.Item As formas geométricas e o jogo digital: uma análise das ações realizadas por crianças autistas em fase de alfabetização(Universidade Federal de Goiás, 2022-09-16) Silva, Lorena Rosa; Faria, Elisabeth Cristina de; http://lattes.cnpq.br/5007480938176936; Faria, Elisabeth Cristina de; Moraes, Moema Gomes; Lima, Luciano Feliciano deThis work seeks to bring reflections about the process of mathematical literacy of the autistic student with the general objective of analyzing how the autistic child deals with geometric shapes from activities developed with the digital game. To support to the ideas and conceptions that permeate the game, studies about autism by reading Schimidt (2013), Orrú (2016), on mathematical education related to games and geometry, by Lorenzato (2018), Grando (1995), Nasser (1996) as well as the theory of Van Hiele, regarding the process of cognitive development and mental processes the ideas of Vygotsky and Luria. The game considered the specificities and characteristics of the autistic spectrum, creating perspectives that would arouse interest and attention to the level of literacy resulting in the creation of the game as an educational product as the basis of the research. The guiding question is: how does the autistic child build the first geometric ideas using the digital game as a pedagogical tool? First, a theoretical investigation was done to strengthen the ideas and objectives of the work, guiding new conceptualizations of inclusive education focused on autism. In the second part, the development of the game and, in the third part, the application of the digital game to students in mathematical literacy phase. The analysis of the observations was developed by categories that permeate elements related to autism. In short, the inclusion of the autistic child consists in considering their singularities focusing on their specificities. The action-research, together with the application of the digital game “The geometric world of Davi”, culminated in the educational product being the aforementioned game and the pedagogical notebook to support teachers, developed during the Professional Master's Degree in Teaching in Basic Education of the Graduate Program Graduation Stricto Sensu CEPAE/UFG.Item A robótica educacional e mediação: um olhar sobre a organização e a prática pedagógica do trabalho docente(Universidade Federal de Goiás, 2022-12-13) Silva, Thiago Sousa da; Faria, Elisabeth Cristina de; http://lattes.cnpq.br/5007480938176936; Faria, Elisabeth Cristina de; Moraes, Moema Gomes; Lima, Luciano Feliciano deDissertation developed during the Professional Master's Degree in Teaching in Basic Education of Stricto Sensu Graduate Program of the Teaching and Research Applied to Education Center (CEPAE) of the Federal University of Goiás (UFG), between 2019 and 2022. In this research work, pedagogical mediation is the structuring element that enables thinking working with educational robotics within aspects such as teacher training, the role of technology in education and the possibilities for a more humanized approach to its use. Research is carried out on the relationship between pedagogical mediation and educational robotics, in order to investigate how the mediation process created by the teacher when integrating educational robotics in the teaching and learning process is constituted. Therefore, it is necessary to identify the teachers' pedagogical conception, identify the role of technology in education for them, and also analyze the mediation process thought by them in the use of educational robotics. Studies by Tardif (2011) and Freire (2019) are used for issues related to training and teaching knowledge; on the organization, objectives and planning of the pedagogical work, the productions of Libâneo (2011, 2013) are used; for the discussion on technology and its role in education we will use Peixoto (2016) and Vieira Pinto (2005); and for the discussions on mediation, studies by Vigotski (2007) were used. In its methodological aspects, two instruments were used, in a complementary way, the first being the literature review of studies involving educational robotics in Elementary Education, published in the period from2016 to 2020. The second was the instrument of semi-structured interviews with teachers of Education Fundamental that they use educational robotics in their educational practice. Given this, there is the presence of a pedagogical conception very concerned with the instrumental and technical aspects involved in teaching with educational robotics. Also, a difficulty on the part of teachers in understanding mediation without associating it with the methodological aspects of their classes, the presence of educational robotics in schools as a marketing tool for educational institutions. And finally, the realization that educational robotics is not yet something fully mastered by teachers, and that its current stage of use demonstrates the need for a long process of conceptual and practical appropriation by teachers, especially teachers in the Elementary School stage. Part of this research is the educational product entitled “TEACHING AND EDUCATIONAL ROBOTICS: A didactic-pedagogical proposal”, which is a didactic-pedagogical support text for Elementary School teachers.