Programa de Pós-graduação em Educação em Ciências e Matemática

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Aprendizagem da docência no clube de matemática
(Universidade Federal de Goiás, 2023-12-20) Caetano, Danilo Borges; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Cedro, Wellington Lima; Lopes, Anemari Roesler Luersen Vieira; Oliveira, Daniela Cristina de; Borowsky, Halana Garcez; Silva, Sandra Aparecida Fraga da
In light of the theoretical references of Historical-Cultural Theory (Leontiev; Vigotski) and Teaching Guiding Activity (Moura), this work aims to identify the constituent elements of teaching learning, to analyze and understand the training of teachers and future teachers at the Math Club. The Math Club is a learning space that encourages the training of teachers and future teachers. This research sought to answer the following question: how do the constitutive elements of teaching learning impact the teachers’ formation and future Mathematics teachers in the Math Club? Historical-dialectical materialism guides this study as a method and in the understanding of social relations. For the investigation, focus groups were held with participants from Clubs in the states of Goiás, Rio Grande do Norte and Rio Grande do Sul. The meetings took place remotely, with the help of digital platforms, and were recorded, for the purpose of data collection. The path chosen to analyze the data was through the method of analysis in units, since the singular can be understood in its essence when seen as a part that makes up the whole, revealing the relationships between the parts and the fundamental characteristics of the totality. In these studies, the elements that constitute the learning of teaching at the Math Club involve the dimensions of the person, knowledge and teaching work, showing that the organization of teaching is a formative process and that the people involved in the Mathematics Club project develop a collectivist personality, humanizing themselves through the human, teaching and learning mathematics. Furthermore, the training actions at the Club enable people in training to develop a general way of organizing teaching, and students a general way of learning scientific knowledge. The thesis defended was that teachers and future teachers, in the Math Club, appropriate a general way of organizing teaching when they become aware of the actions they develop in pedagogical activity, and their motives coincide with the group's objective. From this, the training movement and the relationships established in the collective provide the production of knowledge that constitutes the learning of teaching in the Math Club, contributing to the humanization of their peers.
Investigando a apropriação dos nexos conceituais do sistema de numeração decimal no clube de matemática
(Universidade Federal de Goiás, 2017-09-06) Carvalho, Rosélia José da Silva; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Cedro, Wellington Lima; Lopes, Anemari Roesler Luersen Vieira; Souza, Neusa Maria Marques de
The present research discusses the relationships between the mathematics teaching’s way of organization for the early years of elementary school through the Learning Trigger Situations (“LTSs”) and the appropriation of the Decimal Number System’s (DNS) conceptual nexus by participating students of Mathematics Club (CluMat). The objective is “to investigate the clues of appropriation of DNS’ conceptual nexus by students in the 4th year of Elementary School of a Municipal Public School in Goiânia/GO (Brazil), by developing “LTSs” in CluMat." The assumptions of Historical-Cultural Theory, Activity Theory, Developmental Teaching and Teaching Guiding Activity are adopted as theoretical basis, believing they guide the education process for the students’ humanization and development, and, in this context, may help to understand the teaching’s organization processes as a way of overcoming the "encapsulation of school learning". In order to understand the study’s object, a didactic experiment was organized in which Learning Trigger Situations (“LTSs”) of the SND module in CluMat were implemented in a public school in Goiânia, with twelve students. The oral and written reports of participating students in the didactic experiment subsidized the search for answers to the research question: "What are the indications that the mathematics teaching's organization through “LTSs” contributed to the appropriation of DNS’ conceptual nexus by participating students in CluMat "? To unveil the phenomenon, the analysis was performed based on the concept of ‘units’ proposed by Vigotski (2001). In this context, three units were used: 1) the collective actions and reflections in the learning space; 2) the playfulness as a characteristic in the organization of learning trigger situations and 3) the evidence of SND’s knowledge appropriation through “LTSs”. The analysis’ movement made it possible to understand that the elements 'sharing and playfulness', present in the “LTSs” organization mode of SND module, mobilized students to the study, discussion, reflection and to doubts and knowledge sharing and to the collective synthesis of ideas. This process also encouraged students to develop, in cooperation with each other, strategies, operations and actions in the search for problem solving, which contributed to a qualitative change in their actions. In general, it’s possible to infer that “LTSs” organization and dynamization contributed to CluMat students achieving a new level of development.
PISA e o movimento de renovação do ensino de Ciências: indícios de uma aproximação?
(Universidade Federal de Goiás, 2015-09-22) Castilho, Danillo Deus; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Cedro, Wellington Lima; Furtado, Wagner Wilson; Souza, Ruberley Rodrigues de
It is a bibliographical research seeking to reflect about the scientific training offered, presenting an argument that suggests the existence of a link between the International Program on Student Assessment (PISA) and the renewal movement of science education, which was thought by António Cachapuz, Anna Maria Pessoa Carvallho, João Praia and Amparo Vilches. The question we tried to answer was: What is the evidence of the relationship between the guidelines proposed by PISA and the “renewal of science education”? Searching for answers we focus our attention in both, the work entitled “A necessária renovação do ensino das ciências” end the “Informe PISA 2006: competências científicas para el mundo del mañana”. To try to know the characteristics of scientific training that could be prevalent in Science Education, the path we followed was to try to understand both the proposal of renovation and the evaluation given by PISA in 2006. Through the historical and dialectical materialism it was possible to identify, on first place, a distortion on the understanding of Vygotsky's theory, this happened because, of the proposal, this theorist is regarded as socio-constructivist, on second place, the existence of limitations at PISA 2006. In particular, we call attention to the fact that evaluation demands only the understanding of a single epistemological category of sciences from students, named by empiricism. To sum up, we end up suggesting the possibility of the constructivist assumptions work as a link between PISA and the proposed of renewal of science education. Consequently, we conclude that the utilitarian training would still be offered by the Science Education.
No dia mais claro: um estudo sobre o sentido atribuído às histórias em quadrinhos por professores que ensinam matemática em formação
(Universidade Federal de Goiás, 2014-08-15) Cavalcante, Luis Adolfo de Oliveira; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Cedro, Wellington Lima; Franco, Edgar Silveira; Pereira, Ana Carolina Costa
Understanding the subject as a result of their daily social practices, impel us to understand the learning as a product of the relationship between subjects (interpersonal relationships), in which the more experienced subjects mediate the knowledge to less experienced generations. The current organization of society contributed to the role of teaching were assigned to school, being the teacher the main protagonist. In this perspective, becomes of paramount importance equip teachers with tools to assist in the mediation process of knowledge. We propose in this work, comics as a form of mediation, that contributes to the organization of teaching. However, realize that most teachers do not have a education that enable pedagogical work with this tool. From this viewpoint, turning our attention to teacher education, building a education course that provided to the some teachers theoretical and practical elements to produce comic aimed at teaching. As soon, This research aims to understand the meaning attributed to comics, understood as more a methodological feature that allows the pedagogical work, for teachers who teach mathematics, during a education course. The research had the audience teachers who teach mathematic s that are part of a research project linked to the program Observatory of Education (OBEDUC – Goiânia Nucleus), a group that focuses on the study of texts and drafting activities corroborating with the ideas of Cultural Historic Theory. Along the course, as a means of data collection, two questionnaires and an interview was used, beyond the audiovisual recording of all meetings (subsequently transcribed). The data collected during the course enabled the establishment of three categories of analysis, expressing concerns about conceptions of the necessary skills to build a comic, to how mathematical knowledge is treated in comics and how to organize educational activities that make use of comic. From the analysis of these three units, had the opportunity to better understand the meanings teachers assign to the comic. Realized throughout this research, the importance of offering education courses, providing opportunities to teacher the knowledge and the practice of production of teaching tools.
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 Lima
This 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.
A aprendizagem da docência em matemática a partir da elaboração de uma situação desencadeadora da aprendizagem
(Universidade Federal de Goiás, 2019-09-23) Ferreira, Cezar Augusto; Silva, Maria Marta da; http://lattes.cnpq.br/7010377350000094; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Moraes, Moema Gomes; Borowsky, Halana Garcez; Cedro, Wellington Lima
This work was developed from the care with the appropriation of knowledge about the learning of teachers of future mathematics teachers. The question that guided this research was “what are the contributions of the process of elaborating a Learning Trigger Situation to the teaching learning of teachers who participate in the math club?” The main objective was to investigate the contributions of the process of elaborating a Triggering Learning Situation for the teaching learning of teachers who participate in the math club. The theoretical basis was based on the assumptions of the Historical-Cultural Theory, the Activity Theory and the theoretical-methodological elements of the Teaching Guiding Activity. This research is linked to the research project - Mathematics Club / CluMat of the State University of Goiás Campus Quirinópolis. The project involves, elaborates and develops teaching activities that prioritize mathematical contents taught in both Elementary and Secondary Education. From this perspective, students of the Mathematics undergraduate course participating in CluMat - subjects of this research - elaborated a study task about the concept of numbers, which was developed in classes of 3rd, 4th, 5th and 6th grades of elementary school. The methodological approach was the formative experiment and to obtain the data a field diary of the researcher and audio and video recordings of 27 meetings, as well as photographic records. The data organization was based on three units of analysis: 1 - The organization of teaching in motion: The planning of the actions of the study task; 2 - The importance of collectivity as a preponderant element for the development of SDA and, consequently, of teaching learning and 3 - Learning of teaching in mathematics from the elaboration and development of SDA. For the analysis process were relevant the units of analysis of Vygotsky (1993), the episodes and scenes of Moura (2004) and flashes of Silva (2014). Regarding the results, there was evidence that there was a change of meaning in the actions that make up the pedagogical activity of the subjects, since from the development of these new meanings the future teachers gave signs of appropriation of the necessary knowledge for the teaching practice, establishing the learning movement of teaching in Mathematics from the elaboration of a triggering learning situation in the context of the Mathematics Club.
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 Lima
This 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.
Desvendando os sentidos atribuídos por egressos do PETMAT/UFG à atividade pedagógica do professor de matemática
(Universidade Federal de Goiás, 2017-09-12) Macedo, Adriane Sardinha; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Cedro, Wellington Lima; Ferreira, Ana Cristina; Carvalho, Maria Meire de
In this research we are looking for indications of the meanings attributed by the graduates of PETMAT / UFG, professor of mathematics, to the pedagogical activity. Vigotski, Leontiev, Moura, Cedro, Engeström and Asbahr were fundamental for the apprehension of the object searched. We focus on historical-cultural theory as a basis for the apprehension of the phenomenon investigated and, for this, the theory of activity was present throughout the work. Our research was based on a bibliographical research, a documentary analysis in which we evaluated the documents that underpin the organization of the Tutorial Education Program (PET) and, from there, we made a documentary comprehension movement of the Tutorial Education Program of the Education Teachers in Mathematics from the Federal University of Goiás (PETMAT / UFG). We analyze all the tasks and projects developed in the program over the years 2007 to 2014 and, in addition to this, we interviewed some alumni who were linked to the group during those years. The teacher-tutor of the group was also part of our work and is among the subjects participating in the research. The activity, the social meaning and the personal sense are presented in the work, based on the Leontievian proposal. For the analysis of the data, we proposed two categories: [1] the personal sense of the future teacher about the Pedagogical Activity of the mathematics teacher; and [2] the PETMAT / UFG and its contradictions as a source of change and development. In the first category we conclude that individuals, starting from the indigence of joining a university, from the influences of their teachers, and from the affinity they believe they had with the exact areas, hoped to graduate. There are those who were looking for the teaching or marketing of the pre-college preparatory teacher; and there were others who wanted a training in Mathematics that was not destined to be performed in the classroom. In the second category, we analyzed some projects carried out in PETMAT / UFG and supported them in Engeström (1999 and 2009) and, from there, we constructed some Activity Systems. By introducing such systems we intend to propose that, instead of the socially mediated individual being taken as the basic unit of analysis, the historically localized system of activity has become a fundamental unit for looking at egresses in the collective as well. The object of activity as a horizon of possibility is, in the Engeströmapproach, theorized as a collective project that is stabilized by shared tools, signals, and procedures. The results allowed us to perceive the necessity of a differentiated proposal for the formation of the mathematics teacher, in which the teaching learning organization allows the collective work as organization of a non-alienated work, making possible the construction of a knowledge production space.
Quando os estudantes não são mais os mesmos: o processo de apropriação de conhecimentos geométricos nos anos iniciais e a teoria histórico-cultural
(Universidade Federal de Goiás, 2022-05-12) Oliveira, Daniela Cristina de; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Cedro, Wellington Lima; Damazio, Ademir; Longarezi, Andrea Maturano; Sousa, Maria do Carmo de; Silva, Sandra Aparecida Fraga da
Assuming the historical-dialectical materialist method as a conception of the world, a research method and as a praxis, this research was developed in a public school in Goiânia, with children from the early years, in an attempt not only to understand the educational reality, but to transform it to a new quality. This work is materialized in an investigation into the process of appropriation of geometric knowledge, in the early years of elementary school, based on Historical-Cultural Theory, Activity Theory and theoretical and methodological assumptions of Teaching Guiding Activity. To this end, a didactic-formative experiment was organized, composed of a set of Tasks, developed in the years 2018 and 2019, in the municipal education network of Goiânia, with children in the fourth year and, later, in the fifth year of Elementary School. The guiding question of the investigation was: What are the formative movements of transformation of students, from the early years, in the process of appropriation of the concept of form, in a teaching organization supported by the Historical-Cultural Theory? Associated with this, we aimed to investigate the formative movements of qualitative transformation in students in the process of appropriation of the concept of form, based on Historical-Cultural Theory, Activity Theory and the theoretical-methodological assumptions of Teaching Guiding Activity. Therefore, the analysis by units was the chosen path to apprehend the object of study in its movement, materializing in two units of analysis, namely: Formative movements revealing the development of collective activity; and The process of appropriation of the concept of form: the formative movements of qualitative transformations in the students. Relating the stages of development of geometric knowledge, the students showed greater ease in the appropriation process when the nexuses involved aspects of practical and sensorial geometry, however, in manifesting the attributions of meaning referring to formal geometry, the subjects explained difficulty in the abstraction process and generalization, operating with general representations of the object or verbalizing conceptual mistakes. Conclusively, this research allows us to defend the following thesis: in a proposal for the organization of geometry teaching for the early years, supported by Historical-Cultural Theory, the transformation of subjects takes place through their collective experiences in the process of conceptual appropriation.
Indícios de apropriação dos nexos conceituais da álgebra simbólica por estudantes do Clube de Matemática
(Universidade Federal de Goiás, 2014-08-18) Oliveira, Daniela Cristina de; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Cedro, Wellington Lima; Sousa, Maria do Carmo de; Damazio, Ademir
With regard to education, the humanization process, based on the Cultural-Historical Theory and Activity Theory principles, is materialized through the process of appropriation of knowledge historically constructed. So there is the need of organization of institutionalized education, the contents choice and of teaching activities planning that enable individuals be in activity. The Math Club arises in this context as a learning space organized for children in the early years. Learning triggering situations (LTS) have been prepared in search for situations that promote the different knowledge sharing, collectively, mediated by a content. Algebraic conceptual nexus were chosen as the study object of the individuals in the LTS. Thus, we conducted a didatic experiment, assumed to research methodology, with 12 children from 5th grade of elementary school, from a public school in Goiânia, in order to show evidence of appropriation of the conceptuals nexus of symbolic algebra. We seek to understand our research object through oral and written manifestations of the students and their actions, during the teaching and learning process from Math Club. Obtaining empirical data was through audiovisual recordings, observation, field journal, record sheet and circle of conversation. The software webQDA was taken as a further methodological resource to assist in the analysis and organization of qualitatives data. We assume the analysis units concept, proposed by Vigotski, to apprehend research object, namely: the collective actions and reflections on learning space; playfulness as a feature in LTS organization; signs of appropriation of conceptual nexus of symbolic algebra. Conclusively, we inferred that the children showed signs of appropriation of algebraic conceptual nexus, in a process that begins from the representation need of simbolic algebric language for the beginning of a generalization process. However, the product of this process consisted in teaching organization composed of regular movements, from particular to the general, that emphasized, in a way, the generalization and abstraction processes guided by empiricism.
Uma análise do movimento de constituição da ementa da disciplina de álgebra linear na licenciatura em matemática
(Universidade Federal de Goiás, 2018-09-20) Ribeiro, Luciane Nunes; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Cedro, Wellington Lima; Sousa, Maria do Carmo de; Ribeiro, José Pedro Machado
This research analyzes the constitution's movements of the University in Europe and in Brazil; the creation of Mathematics’ first course in Brazil; the constitution of the contents which make up the Linear Algebra discipline syllabus and, finally, its current discipline syllabus in the presential courses in Mathematics Degree of the Brazilian Federal Universities. The purpose of the mentioned analysis is to answer the following research question: how did occur the contents' constitution that compose the syllabus of Linear Algebra in Mathematics degrees of Brazilian Federal Universities? In order to reach this objective, the bibliographical and documentary study were used as methodology, especially classical, history and yearbooks, legislation and the syllabus. The theoretical reference is based on Historical-Cultural Theory assumptions, which is scientific, but also political (MOURA, 2017; VYGOTSKI, 1995; CEDRO, 2008; OLIVEIRA, 2002; ZANELLA, 2007), through the study of logical- historical movement – defended by Kopnin, 1978; Sousa, Panossian, Cedro, 2014; Sousa, 2004; Fazenda, 2000 – of Algebra Linear discipline constitution, according to Pires, 2006; Dorier, 2000, Silva, 2003; Moore, 1995. It was necessary to understand the reasons of its inclusion in the university context and its contribution to the professional formation of Mathematics teacher, according to Bastos (1980; 2006), Boyer (1974), Cavalari (2012), Celestino (2000), Garding (1981), Kopnin (1978), Caraça (1959), Ríbnikov (1987), Tubino (1984), Kleiner (2007), among others. It was analyzed 55 Federal Brazilian Universities that offer presential course of Degree in Mathematics. As categories of analysis were stablished the content of syllabus, the workload and the basic bibliographic reference of compulsory discipline of Linear Algebra of these institutions. As more relevant conclusions, it was observed that Linear Algebra began to be developed and taught in Universities to solve practical problems of diverse intellectuals of engineering and exact sciences, and that the transfer of its indexes in an unrelated way may contribute to the difficulties in teaching and learning process present in this discipline.
A pesquisa acadêmica sobre o professor que ensina matemática no estado de Goiás no período de 2001 a 2012
(Universidade Federal de Goiás, 2016-11-16) Salazar, Gabriela de Araújo Achegaua; Cedro, Wellington Lima; http://lattes.cnpq.br/112388425526007; Cedro, Wellington Lima; http://lattes.cnpq.br/112388425526007; Melo, Marisol Vieira; Magalhães, Solange Martins Oliveira
This paper is a analysis about the academic research done in 2001 – 2012 periods in the postgraduate programs in Education and Education in Science and Mathematics on the teacher who teaches mathematics. The main goal of this paper was analyze and understand the academic literature on the teacher who teaches mathematics from a theoretical and methodological perspective to answer the following research question: Research has as subject to the teacher teaching math presented incoherence of cleat theoretical-methodological? It was used the meta-analysis like a kind of bibliographyc research like methodology. The theoretical framework is grounded in the activity’s theory of Leontiev which has theoretical and methodological bases grounded in Marxist thought. The main conception of research to investigate human phenomena was based on Vigotski who emphasizes the importance of considering the historicity of the phenomenon to explain the relationships that make up the whole. It was necessary to understand the evolution of research in Humanities (ALVES-MAZZOTTI; GEWAMDSZNADJDER, 1998; LAVILLE; DIONNE, 1999) and consequently in Education (GATTI, 2002) to understand the research in Mathematics Education in Brazil (FIORENTINI, 1994; FIORENTINI; LORENZATO, 2009). The problems encountered in educational research were treated based on Gatti (1983, 2002), Gouveia (1971), Souza, Magalhães and Silveira (2014) followed by the problems in Mathematics Education production (BICUDO, 1993; BICUDO; PAULO, 2011; FIORENTINI; LORENZATO, 2009). It was recorded 20 papers that studied the teacher who teaches mathematics, however, only those who presented the teacher as the subject of the research were analyzed. It was established as categories of analysis Coherence between problem and problematic, Theoretical-methodological Coherence and Coherence between problem, theoretical referential and methodology, in which 8 papers were analyzed in the postgraduate programs already mentioned. The main conclusions was that the majority of the academic works that has as focus of analysis the teacher who teaches mathematics presents theoretical and methodological.
A formação coletiva de licenciandas em Matemática: contribuições da atividade orientadora de ensino
(Universidade Federal de Goiás, 2022-12-16) Santos, Wérica Pricylla de Oliveira Valeriano; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Cedro, Wellington Lima; Côco, Dilza; Araujo, Elaine Sampaio; Panossian, Maria Lucia; Pozebon, Simone
This doctoral research takes as theoretical reference the Historical-Cultural Theory, the Activity Theory and the theoretical-methodological assumptions of Teaching Guiding Activity. From this perspective, it is assumed that human development is mediated by social relations, that work is the main activity of man and that the teacher in the development of his work – the teaching activity – must organize teaching in an intentional way. Assuming that the object of research in education is the Pedagogical Activity, understood as a unit between teaching activity and learning activity, the object of this research is the collective movement of training for teaching. By intentionally organizing teaching, seeking to enable students to learn concepts, the teacher triggers processes of reflection, analysis and synthesis. This movement may bring new quality to the way the teacher organizes the Pedagogical Activity, putting him/her in a learning movement. Thus, the importance of carrying out the Pedagogical Activity in the collective is understood, because when carrying out the activity in the collective, there is a division of actions and initial operations among individuals, exchange of modes of action, mutual understanding, communication, action planning individuals and reflection. Here, collective work is understood as a set of coordinated actions that are carried out by a group of people who have common needs and goals and who work together to satisfy these needs. In this sense, the research question is: How do formative movements favor the understanding of Pedagogical Activity by Mathematics graduates taking the Teaching Guiding Activity as a principle and practice in a process of collective formation? The main objective is to analyze the training movements for teaching learning developed in the study group, seeking to understand them as a possibility for the process of collective training. Formative movements are understood as the processes that mobilize knowledge, actions and reflections, enabling the individual to add new qualities to teaching learning, and in this research the study, planning, production of tasks, the development of pedagogical actions, reflection and evaluation. The research participants were three Mathematics undergraduates from a federal educational institution in Goiás. For the investigation process, a formative experiment was organized that took place in the study group composed of the teacher/researcher and the undergraduates. In the study group, the participants carried out readings and theoretical discussions, prepared tasks and developed them in weekly meetings with high school students. Data collection took place through audio and video recordings, field diary, undergraduate students' reading diaries, memorial and photographic records. The analysis was organized with the aim of apprehending the movement of the investigated object and is presented in the following units: Guiding Dimension, Executing Dimension, Reflection and evaluation processes. It was observed that the study group taken as a learning space for teaching enabled the development of a collective training process, in which the undergraduates could understand the Pedagogical Activity from the principles and practices of the Teaching Guiding Activity.
Clube de matemática: palco de transformação dos motivos da atividade de estudo
(Universidade Federal de Goiás, 2014-11-17) Silva , Douglas Aires da; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078
This research aims to understand the transformation of the reasons for the activity study of students in Math Club in search of the answer to our question: What is the movement of the reasons for the activity study of students in relation to mathematical knowledge? Become aware of this process is relevant in a space in which the organization of teaching in mathematics can be more one of the factors that contribute to the process of humanization of the subjects involved in the teaching-learning dyad. The current model of education has proved inefficient for emancipation of children maintaining the conditions of alienation developed in the historical path, due to the economic system we live. Think about a humanizing education, that is, capable of humanizing the child and overcome this alienation that exist in the capitalist education; implies thinking of a way to organize the teaching in which subjects are participants of the learning process. The Mathematics Club is a project that is an example of this mode of organization. This bias, we considered three pillars: collaborative work, the problem situation (triggering learning) and the playful character. Based on cultural-historical theory and activity theory, with foundations in the historical - dialectical materialism, we conducted our research with a group of twelve children during development of a Mathematics Club at a municipal school in Goiânia. The teaching experiment was the research methodology used in this research. Our research instruments sought to explain the reasons for children during all the time of the project. The unfolding of the research were to prove the importance of collaborative work in human development and the role of play activity in children's learning. In addition, we noted the Mathematics Club as teaching organization model able to put the subject moving in the direction of the transformation reasons for the study activity.
Estágio supervisionado: planejamento compartilhado como organizador da atividade pedagógica
(Universidade Federal de Goiás, 2014-05-02) Silva, Maria Marta da; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Cedro, Wellington Lima; Libâneo, José Carlos; Moura, Manoel Oriosvaldo de
In this research it is discussed the possibilities of changing the reality set for supervised internship of mathematics teachers. The contributions of Vigotski, Leontiev, Davidov, Libâneo and Moura were substantial for the apprehension of the investigated phenomenon. It was based on assumptions of the cultural-historical ,the activity and the developmental learning theories, besides the methodological -theoretical principles of the Guiding Teaching Activities This investigation was organized based on a conceptual- bibliographic research, in which was analyzed the shared planning as the organizer of teaching itself, and on a didactic and experimental investigation through which conditions were created for the analysis of the teacher education process by means of a training experiment. The shared planning of teachers´ actions in training was perceived as proposed by Leontiev, and defended as a means to promote improvement in teachers´ education through the teaching organization. The research took place in a university in Goiás where the participants were graduating teachers enrolled in the discipline of supervised internship offered in the last year of their major. The results led to the need of a teachers` learning organization which consents the experience of collective planning of teaching activities, allowing the reflection of actions taken, making possible the overcoming of alienation from the educational process and enabling the creation of a space of knowledge production. Reiterating the conviction that, teachers´ formative processes must be immersed in the development of individual mental actions that depart from the collective, as shortsighted actions may increase the individual formative extension.
A apropriação dos aspectos constituintes da atividade pedagógica por professores de matemática em formação inicial
(Universidade Federal de Goiás, 2018-10-08) Silva, Maria Marta da; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Cedro, Wellington Lima; Moura, Manoel Oriosvaldo de; Echeverría, Agustina Rosa; Souza, Neusa Maria Marques de; Serrão, Maria Isabel Batista
The present research is inserted in a reality marked by the lack of pedagogical clarity on 'how to organize' the processes of initial formation of Mathematics teachers and the teaching of Mathematics at schools. The purpose of this study was to investigate the actions of Mathematics teachers in formation to understand the process of appropriation of the constituent aspects of their pedagogical activities. In order to achieve this goal, we started from the understanding that thinking about the problem of the organization of teaching learning in Mathematics implies understanding the aspects of the pedagogical activity of this teacher as an object of investigation. In connection with this objective and object of research, we organized ourselves to answer the following question: What teachers in formation`s actions give evidence of the development of the constituent aspects of the appropriation process of the Mathematics teacher`s pedagogical activity? In this sense, we sought to apprehend beyond the pseudoconcrete appearance and its singular and particular expressions, to identify the essential relations that constitute and define that peculiar social activity in which teachers and their students are engaged as agents of transformation of the surrounding reality. The empirical data for the analysis were obtained based on the development of a training experiment carried out with ten senior student teachers who were attending the Supervised Internship II course of their Mathematics Program in an IES (Higher Education Institution) in Goiás. The theoretical basis was the Cultural Historical Theory and the philosophical and methodological foundations that derive from Historical-Dialectical Materialism. The categories of movement, contradiction, qualitative change and totality, and the concept of consciousness were highlighted. From the data three units of analysis were build: 1st - The indications of appropriation of the lesson plan as an aspect of the pedagogical activity; 2nd - Contents: the understanding of its role; 3rd - Evaluation: integrating element of the pedagogical activity. In line with the units, episodes were build, consisting of scenes from which the flashes were taken. This analytical structure was able to develop the appreciation of the constitution of teaching learning through the Mathematics teaching of basic education. Therefore, the objective was to apprehend what the aspects that constitute the pedagogical activity of the Mathematics teacher would be. The results achieved stress three aspects: planning, content and evaluation, and they also highlighted the interface between them, being it understood as a system in which these elements mutually condition one another, making it a possible universal trait of pedagogical activity of the mathematics teacher in the totality of the capitalist society. The data also showed the formation of principles for the organization of the formative process of Mathematics teachers, connected to the teaching of Mathematics in basic education. They also highlighted that the relationship between the aspects of the pedagogical activity planning-content-assessment is not presented to the teacher in a pure way and can not be thought of in itself, but within the interdependences in reciprocal conditioning movement. In addition, data point that the relation of the aspects of pedagogical activity is manifested and accomplished in a unique way, the teacher has to organize it considering the classroom heterogeneity and recognizing the development as a singular-particular expression of universal laws inherent to the subject. Thus, the student teacher´s knowledge on the general laws and driving forces of the development of a universal-abstract character must articulate with the mathematical knowledge on the particular circumstances of the improvement of his/her students. Therefore, it reveals the particular-concrete expression of general laws, in a movement of ascension from the abstract to the concrete.
Conhecimento matemático e suas significações: professores de matemática em formação inicial no clube de matemática
(Universidade Federal de Goiás, 2019-07-03) Silva, Mayline Regina; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Cedro, Wellington Lima; Lopes, Anemari Roesler Luersen Vieira; Matos, Fabiana Fiorezi de Marco
The subsequent work presents proposals to formative actions on mathematical knowledge signification in a group of math teachers, all of which being members of the Mathematics Club Project and under initial formation at the Federal University of Goiás. In the following content, there are the presuppositions of Historic-Cultural Theory, as well as the principles of Guided Teaching Activity, based upon the ideas of Vigotski, Leontiev, Davidov e Moura. The objective of the investigation was to find evidence to understand the process of assimilating mathematical knowledge that new math teachers undergo. With that in mind, we introduced the systematisation of formative actions among the subject group with the intention of organising a formative space for study and discussions, and the topics revolved around the Logic-Historical Movement of Mathematical Knowledge, the role of the collectivity on this process and the constitutional comprehension of math pedagogical activity, all motivated by the instigating question: how future math scholars transform under the process of mathematics knowledge signification by means of presuppositions of Historic-Cultural Theory present on Math Club Project? The results revealed the need to elaborate formative spaces that provide an environment to support humanisation, the search for meaning and significance for the relationship between theoretical and practical instruction and that teaching learning surpasses the need for organising math teaching according to the conception that knowledge is understood as that produced by the human being, in history, evidencing their needs through their social coexistence.
Indícios de apropriação do conceito de função por meio da aprendizagem da docência: uma proposta formativa no clube de matemática ensino médio
(Universidade Federal de Goiás, 2023-12-18) Silva, Mayline Regina; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Cedro, Wellington Lima; Moretti, Vanessa Dias; Oliveira, Alex Jordane de; Sousa, Maria do Carmo de; Silva, Maria Marta da
This text presents the synthesis of a pedagogical investigation conducted with female Mathematics teachers in the initial training phase. The object of the research is the learning of teaching through the process of appropriation of mathematical knowledge, precisely the concept of function, to understand the transformations that can be facilitated by the Expansive Learning Cycle, allowing an in-depth analysis of the essence of this concept and the appropriation of the theoretical thinking associated with it. The methodological approach is based on Historical-Dialectical Materialism and uses a structured formative experiment supported by the Historical-Cultural, Activity, and Teaching Guiding Activity Theories. The central question of the research focuses on how teachers in initial training understand teaching based on the process of appropriating the concept of function. The hypothesis explored is related to the perspective that the appropriation of mathematical knowledge can influence the learning of teaching through a pedagogical approach linked to its five principles: the understanding of the school as a space for the appropriation of culture, the recognition of the teacher as the subject of training processes, pedagogical intentionality as an essential element in the organization of teaching, sharing as a fundamental principle for understanding pedagogical activity, and mathematical knowledge as a promoter of human development. The study covered two school years, 2021 and 2022, during which training meetings were held that emphasized studies, planning, and evaluation of each learning cycle. In this context, the research focuses on the importance of understanding the individual needs of future teachers throughout their development through the appropriation of culture. The investigative process promoted in-depth discussions, sharing of ideas, construction of meanings, and deconstruction of the barriers imposed on disseminating mathematical knowledge in its social imposition. Recognition of, and active participation in, a training environment such as the High School Math Club underlines the need to organize scientific knowledge in favor of its cultural appropriation, both by teachers and students in elementary and secondary education.
Os motivos que sustentam escolhas dos futuros professores para organização do ensino de Matemática na formação inicial
(Universidade Federal de Goiás, 2022-06-29) Silvestre, Bruno Silva; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Cedro, Wellington Lima; Araújo, Elaine Sampaio; Libâneo, osé Carlos; Moretti, Vanessa Dias; Moura, Manoel Oriosvaldo de
The research is part of the theme of initial training of mathematics teachers, considering the process of choices and decision-making in the organization of teaching. It is presented with the objective of understanding the motives (and meanings) related to the process of choices and decision-making about the methodological aspects inherent to the organization of mathematics teaching in the experiences provided in initial training. To achieve this goal, we started from the understanding that thinking about the problem of the organization of teaching implies understanding the meaning-generating motives that enable the choices that determine it. In this perspective, related to the objective, we tried to answer the question: in the context of the undergraduate course in mathematics, what are the motives (and meanings) that support the choices of future teachers for the organization of teaching? Highlighting the motives and meanings attributed by the subjects in initial formation, the research is based on the didactic and pedagogical aspects of the Cultural-Historical Theory. Within this context, relevant concepts are addressed, such as: Activity Theory, Pedagogical Activity, humanization process, organization of teaching from the perspective of Teaching Guiding Activity, constituent aspects of teaching, Study Activity in the initial training of mathematics teachers and processes of choices and decision making. The methodology is developed through a formative pedagogical intervention with subjects of the undergraduate course in mathematics of a private University Center in the city of Aparecida de Goiânia-Goiás. The participants of the research were two students of the undergraduate course in mathematics. The production of data occurred through the disciplines of Supervised Internship and Theoretical and Methodological Foundations of Mathematics Teaching, held in the year two thousand and nineteen and, also, during the orientation of the course conclusion work, materialized by means of an article and a memorial. The instruments that allowed the production of data were: audiovisual recordings and written records of several productions developed in the course of Foundations, portfolio of the Internships, recordings of the collective orientation of the final course work, memorial and interview. The data were analyzed from the perspective of the Vygotskian proposal, presented by means of units of analysis, episodes, scenes, and flashes. The results are shown in a triad of elements that support the process of choice and decision-making in the organization of mathematics teaching, highlighting: a) evidence in the theoretical and methodological orientations, as well as the awareness that subjects signal about processes that permeate the organization of teaching taking into account the specific and pedagogical knowledge; b) the experiences of subjects and c) needs, motives, interests and intentions when organizing the teaching, motives that are characterized in two: motives-stimuli and motives that generate meaning. The first is related to the propulsive motives, which direct the activity itself, and the second demonstrates the senses capable of overcoming individuality, stimulated by the universal vision of the teacher's work in developing his/her activity in a humanizing way for the transformation of future subjects.
Prova Brasil: compreendendo os sentidos atribuídos por professores ao desempenho dos estudantes
(Universidade Federal de Goiás, 2015-11-18) Zanetti, Rosimary Rosa Pires; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Cedro, Wellington Lima; Dias, Marisa da Silva; Moura, Anna Regina Lanner de
This study has the objective to analyze the meanings attributed by teachers to student performance in “Prova Brasil”, with respect to numerical knowledge. The theoretical reference is the History-Cultural Theory (Vygotsky, Leontiev, Luria and others), more specifically the contribution of the authors who have dedicated themselves to the study of human activity as the central unit of the life of the concrete subject. The question that guided this study is: What is the meaning attributed to the performance of students in the early years, teachers who teach mathematics with respect to numerical knowledge expressed by the external evaluation– “Prova Brasil”? The method of investigation is the dialectical historical materialism. The organization of study is based on a documentary research. This makes it possible to understand the formation of movement of the Goiânia Municipal Network, as well as external evaluations, in particular, the Prova Brasil. It was conducted a conceptual literature search, they were presented the theoretical syntheses produced from the study of the works of different authors who helped to understand the studied object - the personal meaning attributed to the errors. We proceeded to the investigation of numerical knowledge present in Prova Brasil. For the study of these knowledge, specifically the conceptual links the concept of number, Hindu Arabic decimal numbering system, were major contributors the following authors: Caraça, Ifrah, Lanner de Moura, Dias and Moretti. Developed a field research consisted of questionnaires and interviews with RME teachers of Goiânia. The WebQda software was taken as another methodological resource to help in the analysis and organization of qualitative data. These were arranged in two axes, namely cultural practices of teachers to teach and numerical knowledge: the conceptual links necessary for the construction of theoretical thinking. The teachers interviewed reported ruptures between the social significance and personal meaning, as well as between the reasons for the activities and purposes of the shares. As for the sense it presents far the social meaning of what is universal, what would learn about the numerical knowledge. This teachers’ observation denounces that the work done by them does not produce the expected effects, namely: that children learn. This understanding enables reflect the non-comprehension of the error results of non-appropriation of social meanings in respect to numerical knowledge as cultural assets. The results lead to the attempt to overcome the alienation of school work, so as to allow the construction of meaning on access to assets produced by men in the humanization process.

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