Programa de Pós-graduação em Ensino na Educação Básica

URI Permanente desta comunidade

http://200.137.215.59/tede/handle/tde/271

Navegar

Navegando Programa de Pós-graduação em Ensino na Educação Básica por Por Área do CNPQ "CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO"

Agora exibindo 1 - 2 de 2
  • Nenhuma Miniatura disponível
    Item
    Os aplicativos educacionais à luz da pedagogia histórico-crítica no ensino e na aprendizagem de matemática
    (Universidade Federal de Goiás, 2024-07-08) Duarte, Paulo César Vieira; Moraes, Moema Gomes; http://lattes.cnpq.br/9070130706700712; Moraes , Moema Gomes; Faria, Elisabeth Cristina de; Silva, Fernanda Cristina da
    The present research is a Stricto Sensu Professional Master's dissertation, linked to the research line Methodological theoretical conceptions and teaching practices, of the Postgraduate Program in Teaching in Basic Education (PPGEEB) of the Center for Teaching and Research Applied to Education (Cepae) from the Federal University of Goiás (UFG). This study investigated the use of educational applications for teaching work, in the light of Historical Critical Pedagogy (PHC), in Mathematics classes in the final years of Elementary School (EF). The research was conducted using a qualitative approach, carried out in the field, with one teacher and 27 students from a ninth-grade PE class at Escola Maria de Lourdes Estivalet Teixeira, located in the municipality of Goiatuba, Goiás. The problem question that guided this research was the following: What are the didactic contributions of educational applications, in light of PHC, for teaching work in the teaching and learning process of Mathematics in the final years of EF? The general objective was to analyze the pedagogical possibilities of educational applications as teaching resources, in the light of PHC, in Mathematics classes in the final years of EF. To this end, the methodological proposal began the construction of the theoretical framework, which included several authors, such as: Araújo (2020), Conceição (2018), Cysneiros (1999), Deslandes, Gomes and Minayo (2009), Gasparin (2012), Giardinetto (2021), Gil (2008), Lakatos and Marconi (2003), Marsiglia (2011), Marx (1987; 2014), Moraes (2014; 2016, Moraes and Peixoto (2017), Moraes, Bueno and Do Nascimento (2017), Nascimento (2016), Peixoto and Moraes (2017), Peixoto (2012; 2016; 2022), Petenucci (2008), Saviani and Duarte (2021), Saviani (2021a; 2021b), Toschi (2005; 2019), Toschi et al. (2010), among others. For data collection, five types of instruments were used: semi-structured interviews, questionnaires, participant observation, field diary and assessments. Training was carried out with the teacher participating in the research on PHC teaching. After curating applications for cell phones, GeoGebra was chosen to implement a teaching project, and the content worked on in the classroom was 1st grade Systems of Equations. From the process of pedagogical discussion throughout the research, the development of the educational product “An approach to Historical-Critical Pedagogy in Teaching Practice” emerged, resulting in a didactic pedagogical material (e-book). It is presented as a pedagogical support material for Mathematics teachers in the integration of educational applications in the light of PHC in the teaching and learning of Mathematics. Therefore, it appears that there were didactic contributions by offering visual and interactive resources that helped students understand mathematical content in a more dynamic and interactive way. They also enabled the personalization of teaching, immediate result to students, in addition to encouraging student participation, making Mathematics classes more interesting and motivating, increasing interest and enthusiasm for the subject. The results of this study can contribute to pedagogical practices, but future research can deepen the investigation and even consider the long-term impact. Collaboration between schools, teachers, researchers and developers is a possibility to be considered.
  • Nenhuma Miniatura disponível
    Item
    Territórios e territorialidades: a compreensão de Aparecida de Goiânia por jovens e adultos migrantes de uma escola da rede pública estadual na educação de jovens e adultos
    (Universidade Federal de Goiás, 2023-10-25) Sá Junior, Abner Conceição de; Olanda, Elson Rodrigues; http://lattes.cnpq.br/0532009627733753; Olanda, Elson Rodrigues; Bento, Izabella Peracini; Teixeira, Renato Araújo
    More than the result of capital action with the connivance of the State, cities are an example of the materialization of protected relations between society and space. Aparecida de Goiânia, complex, fragmented and segregated, is an example of this condition. The present study seeks to understand the specificities of this city. Singularities, whose elucidation, are fundamental to think about a contextualized geography teaching proposal for Youth and Adult Education (EJA). Seeking to re-signify our pedagogical practice, we also seek to identify spatial practices and processes of reterritorialization of migrant students who attend this teaching modality. People whose presence is a remarkable fact in the school context of schools located in Aparecida. We are based on the observation that the migratory phenomenon, in part, explains the difficulties that many students have in identifying themselves as residents of the city. The main objective of the research is to understand how the processes of reterritorialization of migrant students can be considered for a better understanding of the city, aiming at a more meaningful teaching that provides better learning of more complex phenomena on a local, regional and national scale. global, in geography classes of Youth and Adult Education, in the city of Aparecida de Goiânia. I also hope to contribute to the debate on the re-signification of geography teaching, from a perspective of citizen training, aiming at the effective right to the city. To achieve these objectives, methodological procedures were used: bibliographical and documentary research, data collection through sessions, interview scripts and testimonials (life stories). In a class of the 3rd Semester of the Third Stage of EJA (Corresponding to the 3rd Year of Regular High School), in a state public school, located in Aparecida de Goiânia. As a theoretical framework, we prioritize authors who study the production of Brazilian and Goiás urban space: Arrais (2004, 2013), Carlos (2018, 2020), Corrêa (1989, 2016, 2020), Gottdiener (2016), Lefebvre (1999, 2004), Santos (2006, 2021) Spósito (2013); the concept of territory and correlates: Haesbaert (1997, 2006, 2021), Sack (2013), Saquet (2015, 2020), Souza (2000, 2021); and the teaching of geography: Callai (2000, 2003), Castellar and Vilhena (2019), Cavalcanti (1998, 2005, 2010, 2014) and others. The reflections made possible through bibliographical and documentary research, in addition to the tabulation of data obtained through empirical research, culminated in the elaboration of the educational product entitled: The city and its “owners”: who does Aparecida de Goiânia belong to? Developed and experienced in a real teaching and learning situation (2022). This product consisted of a didactic sequence, which sought to provide EJA students with instruments to better understand the city in which they live.