Programa de Pós-graduação em Educação em Ciências e Matemática
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Navegando Programa de Pós-graduação em Educação em Ciências e Matemática por Por Orientador "BARRIO, Juan Bernardino Marques"
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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 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 A visão de ciência de professores de Física do Ensino Médio de Goiânia e sua relação com os livros didáticos(Universidade Federal de Goiás, 2009-12-03) FARIA, Lucimar Moreira; BARRIO, Juan Bernardino Marques; http://lattes.cnpq.br/6859482550702496The present stud y has investigated the conception of science from a teacher s' group who actuates in the area of Physics (Secondary education) in public and particular schools in the Goiania city - GO and their relationship with text books. We tried to indentif y the conception of science of the investigated teachers and the origin of the science in some text books adopted by these teachers. Initially, we talked about the different paradigmatic conceptions of the sciences' nature and the y implications for the sci ence teaching. In this investigation, we adopted a qualitative approach composed by content analysis and, as instruments of investigation; we used a questionnaire and a semi- structured interview. We discover ed that teacher s speech is often contradictory what indicates they don't really have a science vision established, and at the same time, they corrobate the conceptions presents in the text books, with are predominantly empiricism- inductive based.Item O Planetário: Espaço Educativo Não Formal Qualificando Professores da Segunda Fase do Ensino Fundamental para o Ensino Formal(Universidade Federal de Goiás, 2009-04-20) MARTINS, Cláudio Souza; BARRIO, Juan Bernardino Marques; http://lattes.cnpq.br/6859482550702496Despite the changes introduced in the Brazilian Educational System since the LDB from 1996, and of the introduction in the PCN s Natural Science of the transversal theme Earth and the Universe, it is still practically null the knowledge of the teachers about the Astronomy concepts presents in the school curriculum, the formal Education scope. This work emphasizes the need and importance of the study of Astronomy, analyses how the Museums and Science Centers, in particular Planetariums, as non-formal education spaces, can suppress partially this need, having in account that the education is not restricted to the classrooms, but happens on a diversity of other spaces where the human life develops and proposes a kind of minimize the teaching formation deficiencies to treat this theme. The Planetariums, devices destined to reproduce the starry sky, with the Sun, the Moon and the planets, as well as other astros, with their movements as we see then from Earth s surface, exist since Archimedes. It s conception evolved from small celestial globes and armillary spheres that can be placed on a table to huge Planetariums with thirty to forty meters of diameter domes, capable of shelter in it s interior three hundred people, and capable of simulating space travels through the Solar System or beyond the limits of our Galaxy to the frontiers of the known Universe. A special attention is given to the Planetarium of the UFG, for this being the space where the scientific education in it s formal, informal and non-formal aspects have been developed for more than thirty years by the staff that composes the faculty of this organ of the UFG. A brief historical of this Planetarium is presented, describing the work developed by the teaching staff. A research made with fundamental school teachers who brought their students to the Planetarium on the first semester of 2008 revealed the total acceptance of the service offered by the Planetarium with a derisory number of critics, what seems to be due to the immense lack of information about astronomy and to the only active presence of the Planetarium of the UFG on the Center West region of Brazil. With the intention of giving a step ahead in the qualification in Astronomy, is made a proposal of a course for the second stage Fundamental School teachers which could open new horizons for many Science teachers on the understanding of the scientific approach of the mysteries of the Cosmos.Item O uso das tecnologias de informação e comunicação pelos professores de Matemática da Universidade Pedagógica de Moçambique-Delegação de Nampula(Universidade Federal de Goiás, 2010-11-25) MOMADE, Saíde Issufo; BARRIO, Juan Bernardino Marques; http://lattes.cnpq.br/6859482550702496This dissertation aims to present a research undertook within the Master of Education in Science and Mathematics at the Federal University of Goiás. The research was based on the fact that currently social and cultural changes are witnessed as a result of the possibilities arising from Information and Communication Technology (ICT), particularly within the education system. Given the presence of this language among the students, if the teachers do not incorporate it into their practices they may be denying the dialogue with those who are the reasons for the existence of all educational systems. Therefore, authors such as Moran (1993), Moran, Masetto and Behrens (2000), Kenski (2003, 1996) and Toschi (2005), amongst others, reflect about changes experienced from both students and educators during the teaching and learning processes as a result of impacts of those means. Because the TICS establish strong relationship with the Mathematics, Mathematics teachers should build coherent practices involving the use of ICTs. Inspired by a qualitative approach, the survey was built on case study methodology, using a questionnaire and interview. The study subjects were Mathematics teachers, trainers of Mathematics teachers from Universidade Pedagogica-Mozambique, delegation of Nampula, and the aim was to assess how those actors use the ICTs during their classes. The survey found a lack of clarity of trainers in their conception of ICT, lack of use of software and / or programs that could assist in their professional activities, as well as the inability to exploit the potential that ICTs offer to them. However, participants of the survey believe that the use of technology in training courses can bring about changes in their training and teaching practices of future teachers. Moreover, they show interest in learning how to use ICT.Item Feyerabend e a revolução copernicana: irracionalidades na atividade científica?(Universidade Federal de Goiás, 2011-09-16) OLIVEIRA, Stênio Gonçalves de; BARRIO, Juan Bernardino Marques; http://lattes.cnpq.br/6859482550702496Item A implementação da reorientação curricular em Iporá- Goiás, na perspectiva dos professores de Ciência do 6° ao 9° ano(Universidade Federal de Goiás, 2011-03-12) PONTES, Ueslene Maria Ferreira; BARRIO, Juan Bernardino Marques; http://lattes.cnpq.br/6859482550702496This study aims to examine process of implementation of the Reorientation Course in the State of Goiás from the perspective of science teachers in the city of Iporá GO. Whereas the proposed changes to the curriculum aims to meet the requirements of funding agencies and who often come to teachers without discussion and without consideration of their reality, analysis and reflection on the vision of these teachers regarding these proposed changes in their practice is of crucial importance since it is the teacher who runs, experiences and identifies the effects of this deployment. This is survey was conducted with science teachers from the 6th to 9th grade public school state Iporá -Goiás, and the instruments used were the questionnaire and semi structured interviews. Through these instruments have sought to know, first, what is the understanding of teachers about the process of implementing the Curriculum Reorientation in Goiás during the period 2004 to 2010, and identify which are the participating teachers‟ conceptions regarding the science curriculum, and know what changes are already effective in the practice of these teachers. As proposed intervention, this study aims to seek subsidies for training of teachers regarding the implementation of these changes in their practice based on the Reorientation Course. We performed a brief analysis of Reports "Resume Debate on" material that contains the proposal of the Curriculum Reorientation and was distributed by the Ministry of Education of Goiás to all public schools. The results of this study indicate that despite the expiration of seven years the process of reorientation Course there are still many doubts, many mistakes, shortcomings and difficulties to implement the changes suggested by the proposal. Thus, this research concluded that there must be more time for discussion and study on the curriculum for initial training, plus conditions for the creation of study groups by area for discussions and exchanges of experiences.Item O perfil conceitual de radiação na formação de professores de física na UFG e suas propostas de intervenção pedagógica para o ensino médio(Universidade Federal de Goiás, 2011-11-11) SILVA JUNIOR, Geraldo Pereira da; BARRIO, Juan Bernardino Marques; http://lattes.cnpq.br/6859482550702496The study of Modern and Contemporary Physics -FMC- secondary education is very important because it allows students to hold discussions with the physical phenomena behind the operation of devices that are used so commonplace in everyday vast majority of people. However, the teaching of physics in high school has not followed the scientific and technological advances in the past decades and has been far from the reality of students. A curriculum obsolete, outdated and decontextualized poses a problem for both teachers and for students and makes teaching practice, which usually boils down to the mathematical development in the context of chalk, dull and uninteresting. The students' previous ideas coexist with scientific concepts, both in high school students, as we graduate, and persisting even after graduation. Mortimer in seeking to understand this coexistence configures the idea of "conceptual profile" from the observation of the historical development of a scientific concept in view of their obstacles epistemological and ontological. In this paper we address the conceptual profile Zaïane presented by radiation from the perspective of recognizing this coexistence in the initial training of teachers of physics. We believe that this profile may be able to provide an understanding of the physical universe, microscopic, belonging to the FMC in order to identify it in undergraduates, while educational interventions to detect that future graduates in physics believe is essential for teaching and learning the FMC. The work makes use of a qualitative methodological trend being developed with students from the Bachelor's Degree in Physics from UFG.