Programa de Pós-graduação em Educação em Ciências e Matemática
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Item O PIBID no contexto das políticas de formação de professores de biologia e matemática na Universidade Estadual de Goiás(Universidade Federal de Goiás, 2014-12-22) Brasil, Melca Moura; Chaves, Sandramara Matias; http://lattes.cnpq.br/8215617614854729In this research we seek to understand the implications of Pibid (Institutional Program of Initiation Grant to Teaching) in undergraduate courses in Biology and Mathematics from the State University of Goiás from the activities of the courses through their subprojects. For this our work was based on the following questioning: What are the impacts of Pibid in training courses in Biology and Mathematics from UEG? What impact has the Pibid within schools field? The Pibid contributes to the continuing education of teachers of Biology and Mathematics in schools where the program is run? Given the nature of the problems to be unveiled, and working with qualitative data, we chose a qualitative research, sources of data and information for its development were: documents (subprojects Pibid / CAPES / UEG / 2013), involved subjects (students, area coordinators and supervisors). The instruments used for data collection were: the online questionnaire, semistructured interviews and analysis and reporting of subprojects partial and final. From our analysis we can say that Pibid provided maturity and growth in academic scholarship, breaking the disciplinary logic and also enabled the articulation between theory and practice, favoring the construction of professional identity and teaching. The results also provided us view the program through the speeches of those involved. In conclusion, this fosters the improvement of initial teacher education through interaction between their actors (students, supervisors, teachers and head teachers in area), ie, training-university-school, enabling future teachers contact, understanding and reflection on the teaching profession and the reality of the school context.Item A formação de professores em Matemática para os anos iniciais do ensino fundamental: o papel do curso de Pedagogia(Universidade Federal de Goiás, 2018-08-15) Castro, Maria Odilma Oliveira; Chaves, Sandramara Matias; http://lattes.cnpq.br/8215617614854729; Chaves, Sandramara Matias; Rosa, Dalva Eterna Gonçalves; Civardi, Jaqueline AraújoThe following research aims the study of teachers training in the mathematics field in the course of pedagogy, for the early years of elementary school and two universities in the State of Goiás. It´s known that there are many challenges that the licensed in Pedagogy faces, mainly for being a professional who will teach many subjects in the first period of elementary school, among them mathematics. Therefore, in a way to recognize the course of pedagogy and to understand how it prepares the teachers applicants to teach mathematics in the early years of elementary school, this research has two general goals: Analyze and understand the role of the course of Pedagogy in the teacher training course of mathematics for the early years of Elementary School . For the specific purpose we sought to: relate the curricular contents of the mathematical discipline to the initial years of elementary school presented in the Political Pedagogical Proposal of the municipality of Goiânia, with the contents of the mathematics subjects which involves the course of Pedagogy. Analyze and establish relations between the project of pedagogy and the teaching plans of the Mathematics Fundamentals and Methodology in Early Childhood Education and Early Years of Elementary School I and II and Theoretical and Methodological Foundations of Mathematics Teaching, for the two subjects of the course of pedagogy in the IES researched, which involves the mathematics view from teachers and students. Identify and analyze teacher´s views from subjects that involves mathematics about the professional qualification to teach mathematics related to the course of pedagogy. Expand the knowledge of the graduated in pedagogy about the view of the study and the influence of the course of pedagogy in the formation of the professional in mathematics for the early years of the elementary school. This research is a qualitative approach characterized as database. The data collection was based through questionnaires applied to trainees of the pedagogy course from two universities, free and opened interview, audio recordings with teachers who teaches mathematics for these trainees and data analysis. For the data analysis were consulted the following database: the project from the courses, the teacher planning course and the aim of the project of pedagogy from the Educational System from the district of Goiânia which define the curricular contents from the mathematics subjects for the early years of Elementary School. The data analysis was performed by the analysis of contents and methodology. Reading and analysis from the answers of the questionnaires were done, as well as testimonials of teachers interviewed. The results demonstrate that the learning of the mathematics contents in the courses of pedagogy in both IES studied is insufficient for the early years of Elementary School and also that the teaching of mathematics addresses only the methodologies and techniques of teaching in the course of Pedagogy.Item Concepções pedagógicas de professores de ciências e biologia em escolas públicas de Goiânia – GO: a pedagogia da realidade e a fragilidade das raízes(Universidade Federal de Goiás, 2018-06-27) Peixoto, Dezyrê Mendes; Chaves, Sandramara Matias; http://lattes.cnpq.br/8215617614854729; Libâneo, José Carlos; Shuvartz, Marilda; Chaves, Sandramara MatiasIn this research, we approached Pedagogical Conceptions that are manifested in practice and Brazilian pedagogical ideology, considering that they are based on socio-historical, philosophical, political and economic movements, and that they express the temporality of the thoughts in the educational field. The main objective of this study was to analyze the discourse and the action of teachers of Science and Biology, temporary and effective in Goiânia, and its relation with the initial formation of these teachers. The qualitative approach was adequate to the objectives and given the specificity of the reality in research and the subjects involved, the research was developed through a case study. The data were collected with the teachers, using questionnaire, interview and observation, as well as documentary analysis, regarding documents from different periods. For the data treatment, content analysis and triangulation were used. The study points out that teachers act in a complex and contradictory reality, with little radicality and objectivity in relation to the Pedagogical Conceptions. The pedagogical practice of these teachers is influenced by current educational policies, and their training has given priority to the professional biologist to the detriment of the professional teacher. This way, that happens during the school year, is articulated to the knowledge built by the teachers and is expressed by a Pedagogy of its own, that of reality. The roots, understood here as initial formation, seem fragile in terms of the philosophical, epistemological and historical concepts of Pedagogical Conceptions and in relation to the teaching of Science and Biology. The results of this research invite us to discuss and reflect on the weaknesses of teacher education, in the didactic-pedagogical aspect as well as on the working conditions of teachers. They are also an invitation to undergraduate courses, to the teachers of formation, to the teachers of basic education and to the students, to the rescue of the Pedagogical Conceptions and their appropriation, articulated to the history of Science Teaching and the present reality, as an element of resistance and of improvement for Science Education.Item O vocabulário matemático no ensino e aprendizagem de Geometria nos anos finais do ensino fundamental(Universidade Federal de Goiás, 2021-03-30) Silva, Ana Karine Moreira da; Chaves, Sandramara Matias; http://lattes.cnpq.br/8215617614854729; Rosa, Dalva Eterna Gonçalves; Faria, Elisabeth Cristina de; Chaves, Sandramara MatiasThis work aims to understand how the specific vocabulary of the mathematical language - the mathematical vocabulary - is present in the teaching and learning of Geometry of the state schools of Vianópolis-GO, which offer the final years of Elementary School. It is constituted as a qualitative research that is configured as a case study and seeks to answer the following question: how the mathematical vocabulary is present in the teaching and learning of Geometry of the state schools of Vianópolis-GO, which offer the final years of the Elementary School? Given the relevance of the mathematical vocabulary for Geometry, this research is justified in view of the need to investigate how the mathematical vocabulary is present in the teaching and learning of Geometry and the lack of scientific initiatives in the school context of Vianópolis-GO. With the support of theoretical references that deal with mathematical language and mathematical vocabulary, as well as the curricular document in force in the state education network of Goiás in 2019 - the Reference Curriculum - the field research was carried out in the two state schools of Vianópolis-GO, which offer the final years of elementary school. Data were collected through semi-structured interviews with mathematics teachers and focus groups with a sample of students in the sixth, seventh, eighth and ninth grades. The systematization and analysis of the collected data was carried out through content analysis, from which three categories of analysis emerged: the teaching and learning of Geometry, the mathematical vocabulary in the learning of Geometry and the mathematical vocabulary in the teaching of Geometry. The teachers' considerations revealed challenges and limitations in the teaching of Geometry that questioned the presence of the mathematical vocabulary in this teaching context, since even the approach to geometric knowledge in the subject of Mathematics is uncertain. The scarcity of opportunities for students to express themselves, with the teacher and with each other, also indicated that Geometric learning faces obstacles that do not favor the presence of mathematical vocabulary. In addition, the students' difficulties in understanding and using geometric terms to express themselves indicated a fragile presence of the mathematical vocabulary in the learning of Geometry, which seems to drag on through the years and school levels. In the teaching of Geometry, it is clear that the mathematical vocabulary is present in the speeches of the teachers, but that they need to recognize that the mathematical vocabulary is not trivial for students and that their teaching practices lack a specific approach to mathematical texts and, consequently, the specialized vocabulary of Geometry. Although pedagogical actions have been identified that contemplate the specific vocabulary of Geometry, strengthening the presence of geometric terms in teaching, it is observed that such strategies need to be carried out more frequently in the approach of Geometry, allowing the involvement of all students and being present in the teaching practice of all teachers in the investigated context. From this, it is concluded that the mathematical vocabulary is little present in geometric learning, while in teaching, it is found more in the speech of teachers than in their pedagogical practices.Item A formação em avaliação da aprendizagem dos licenciandos de um instituto federal(Universidade Federal de Goiás, 2019-09-16) Silva, Arthur Pires da; Chaves, Sandramara Matias; http://lattes.cnpq.br/8215617614854729; Chaves, Sandramara Matias; Assis, Lúcia Maria de; Furtado, Wagner WilsonThis paper, titled The Training of Graduates in Learning Assessment of a Federal Institute, is located in the Line of Research Education in Sciences and Mathematics and Environment in the Axis Initial and Continued Formation of the Professor of Sciences and Mathematics of the PPGECM of the Federal University of Goiás. The study aims to analyze how the graduates of undergraduate courses in Biological Sciences and Chemistry of a Federal Institute in relation to the evaluation of learning are being studied. The research had as reference of the literature of the area of teacher training and evaluation of learning. Among the authors consulted, the following stand out: Golden; Gatti; Hadji, Hoffmann; Lime; Luckesi; Perrenoud and Villas Boas. Two undergraduate courses were studied at a Federal Institute. The course plans of the pedagogical didactic subjects were analyzed, and questionnaires were also applied and focus groups were held with the students of the courses studied. There were also semi-structured interviews and questionnaires with the teachers of the courses. It is concluded that in the plans of teacher training courses there are few disciplines that approach the theme of evaluation of learning, however, teachers and students understand the importance of discussing the evaluation of learning in teacher training to train teachers evaluators. According to most of these teachers, the curricular matrices of the courses bring with them the discussion about different evaluative aspects and at the same time that in the teaching plans there are no subjects about the evaluation of the learning. According to the students, the basic theory of evaluation is well structured in the training course, however there is little relation between theory and practice when it comes to how, when and why to evaluate. The students also point out that it is necessary to discuss the subject in other disciplines, besides those already foreseen in the teaching plans. It is possible to affirm that, in addition, that in the training courses there are disciplines focused on the evaluation of learning, it is necessary that all the teachers discuss further the thematic evaluation during their disciplines in the attempt to minimize the distance between theory and evaluation practice.