Doutorado em Educação em Ciências e Matemática (PRPG)
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Navegando Doutorado em Educação em Ciências e Matemática (PRPG) por Por Orientador "Rosa, Dalva Eterna Gonçalves"
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Item Saberes docentes e formação de professores(as) no curso de licenciatura em Educação do Campo da Universidade Federal de Goiás – Câmpus Goiás(Universidade Federal de Goiás, 2022-06-21) Cruz, Bruna Cardoso; Rosa, Dalva Eterna Gonçalves; http://lattes.cnpq.br/2328482856293466; Oliveira Neto, José Firmino de; Khidir, Kaled Sulaiman; Shuvartz, Marilda; Magalhães, Solange Martins Oliveira; Rosa, Dalva Eterna GonçalvesThe objective of the present work is to understand what is the necessary knowledge for the professional exercise of a future teacher of natural sciences who will work with subjects from and in the countryside, in basic education. For this, a qualitative research was carried out, in the form of a case study, based on the historical-dialectical materialism method, having as the locus of study and investigation the undergraduate course in Field Education at the Federal University of Goiás - Campus Goiás. The methodological procedures involved bibliographic survey, document analysis, questionnaire application and textual discourse analysis. The licentiate degree in Rural Education is a new graduation proposal in public universities, in which the main interlocutors are the rural subjects. In this sense, it is necessary to reflect on teacher knowledge and on the teaching of natural sciences, since the course proposes to train teachers to work in basic education, teaching chemistry, physics and biology. Throughout this work, we sought information about historicity, totality, apprehension and transformation of the life context of the participating subjects, as well as to discuss: the historical context of teacher education in our country, the importance of social movements for rural education, the emergence of undergraduate courses in rural education, and the appropriation of teaching knowledge for the teaching of natural sciences in the context of praxis. Thus, this research thesis is composed of an introduction, three chapters that contemplate several aspects of the proposed theme, and final considerations, that aim to answer the following question: What are the necessary knowledge for future teachers of natural sciences who will work with subjects from and in the field? Throughout the text, we recognize that it is essential that the praxis be materialized in the undergraduate courses on Rural Education, in order to enable the teachers in formation the appropriation of knowledge inherent to the teaching profession, since the professionals who work with rural and rural subjects need, besides school knowledge, the peasant knowledge. In this way, the popular knowledge and the sociocultural context of the students need to be valued and taken into consideration by the teacher when working with the scientific contents of the school subjects. We conclude that the work of teacher education based on the sociocultural context of the students and on the educational praxis will subsidize a transforming education in Rural Education, which will drive the appropriation of knowledge inherent to the professional exercise of the natural sciences teacher, who will work with the subjects from and in the countryside, in basic education.Item Formação continuada de professores no campo da educação Matemática: perspectivas do conhecimento praxiológico(Universidade Federal de Goiás, 2020-09-30) Fernandes, Regina Alves Costa; Rosa, Dalva Eterna Gonçalves; http://lattes.cnpq.br/2328482856293466; Rosa, Dalva Eterna Gonçalves; Pessoa, Jadir de Morais; Nacarato, Adair Mendes; Mesquita, Nyuara Araújo da Silva; Ribeiro, José Pedro MachadoThis thesis approaches the Continuing Teacher Education in Mathematics according to the dissertations presented to the Graduate Program in Science and Mathematics Education at the Federal University of Goiás, between 2009 and 2015. The aim of the study is to comprehend the net of relations established in the Mathematics Education Field through the analysis of the academic productions of the Graduate Program regarding Continuing Teacher Education in Mathematics. The theoretical-methodological framework of the study is the praxiological knowledge of Pierre Bourdieu and his concept of habitus and field, considering the modus operandi of the author. These concepts have fundamental elements such as eidos and ethos which are related to habitus, and doxa, nomos e illusio linked to field, as a category of analysis. In order to deepen in the structures that structure and also the mutual relations among the objective positions of each significant event the following subcategories of analysis were distinguished: participation, relevance of the Continuing Teacher Education, realities of this teacher training, professional development and its challenges. The praxiological method enable to evidence that, besides the theoretical studies, in the Mathematics field, there are relations based on a structure that implies space for conflicts. Those conflicts tend to maintain or transform the forces, based on the relations and alliances that the groups, who dominate or not establish among themselves. The strategies used by those groups to maintain or transform the structures depend on their mathematical habitus as an individual scheme of the Math Teacher. This schema, which is social and cognitively constituted in/by the social practical experiences of the Math Teacher in the field, can be a source of renovation of the structures that structure. The structures, on the other hand, guide constantly the functions and actions of this agent.Item O processo de significação atribuído à história da Matemática por estudantes de um curso de licenciatura em Matemática(Universidade Federal de Goiás, 2021-01-27) Magalhães, Ana Paula de Almeida Saraiva; Cedro, Wellington Lima; http://lattes.cnpq.br/1123884255260078; Rosa, Dalva Eterna Gonçalves; http://lattes.cnpq.br/2328482856293466; Freitas, Raquel Aparecida Marra da Madeira; Rosa, Dalva Eterna Gonçalves; Echeverría, Agustina Rosa; Silva, Maria Marta da; Moura, Manoel Oriosvaldo deThis study aims to investigate the process of meaning assigned to the history of the Math teaching, which can emerge during the action of teacher training of future teachers, enrolled in the History of Math subject, in the undergraduate Math program at the University of Goiás, located in the city of Anápolis. During the initial teacher training, conceptual meanings are presented in order to be acquired by the participants of this research. This appropriation occurs through the relation stablished by the participants with the actions in the activities organized. Thus, the initial point is that there is a relation among the actions provided during the teacher training and the process of meaning regarding the history of Math teaching, resulting in a movement where the students can revise their reasons related to their education and they can also give new senses to the constitutive elements of the teacher training. Hence, the thesis defended here is that there is a potential in the history of Math that contributes to the teacher training regarding the understanding of Math concepts in a perspective of the logical-history development. The aim of this study is the process of meaning which the students give to the history of Math teaching. In this prerogative, we sought to present the historical aspects related to the teacher training and the history of Math as a subject and also the specificity of the object in its constitution process, apprehended by the didactic formative experiment. Being aware that the method is the conducting wire of every research and it is based on it that the analysis, which will highlight the evidences of the intra relations of the elements, will be defined, this inquiry was conducted by the Dialectical Historical Materialism as the research method. In order to answer the inquiry question, the analysis was reasoned on principles of the historical-cultural theory, activity theory and developmental teaching. The results highlight the way an activity in the initial teacher training can be structured, so that the students can give meaning to the teaching work as an object of their formation; they also give evidence of how the students mobilized themselves and, in the development of their tasks, they acted guided by the theoretical fundamentals of the oriented activity of formation, having as essential element the theoretical Math knowledge. In this process, it was possible to learn a movement of meaning of the students regarding the History of Math teaching. From the moment they developed a collaborative work and get in the study of activity, they start to acquire conceptual nexuses of the History of Math and Math concepts. Thus, they give new senses to this subject, in order that these meanings are reflected on the meanings they transfer to their formation.