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Navegando PRPG - Pró-reitoria de Pós-graduação por Por Área do CNPQ "CIENCIAS EXATAS E DA TERRA::MATEMATICA"
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Item O ensino de matemática da escola família agrícola de Goiás (EFAGO): um estudo de caso na perspectiva dos alunos e da professora do terceiro ano do ensino médio(Universidade Federal de Goiás, 2023-12-15) Jesus, Carlos Augusto Cardoso de; Souza, Roberto Barcelos; http://lattes.cnpq.br/4853908842861334; Souza, Roberto Barcelos; Daude, Rodrigo Bastos; Pimenta, Adelino CandidoThis work aims to analyze the perceptions of a mathematics teacher and third year high school students about the sociocultural contributions of mathematics teaching at EFAGO, and how teaching is dialoguing with school documents. This concern arose from the perception of the peasants' need to use methodologies capable of promoting greater significance in their mathematical learning. For D'Ambrosio (1997) school education must combine theory and practice, therefore, teaching must have a deep connection with the sociocultural context of young people, mathematics resulting from this connection brings more meaning to students. Based on this objective, we question: does the teaching adopted at EFAGO dialogue with the sociocultural knowledge of the students and, consequently, makes the learning of mathematics meaningful? We understand this research as qualitative, being a case study. As data construction tools, we believe that the application of questionnaires and interviews, in addition to the construction of a field diary, enable data triangulation, which may increase the chances of success. To produce such contributions and reflections, we based ourselves on Begnami's (2019) theories on the pedagogy of alternation; mathematics teaching with Fiorentini (1995) and D'Ambrosio (1998), rural education with Caldart (2004), formal, non-formal and informal education with Gohn (2010).Item Um estudo sobre a abordagem de limite de funções em livros de cálculo diferencial e integral(Universidade Federal de Goiás, 2023-08-31) Santos, Leniedson Guedes dos; Silva, Geci José Pereira da; http://lattes.cnpq.br/9174074436425246; Alvarenga, Karly Barbosa; http://lattes.cnpq.br/8950541327384418; Alvarenga, Karly Barbosa; Ferreira, Joubert Lima; Rabelo, Mauro Luiz; Domingos, António Manuel Dias; Caicedo Roque, AlejandroBooks play a fundamental role as teaching instruments, which makes them important objects of study for researchers seeking to understand learning difficulties, especially with regard to Mathematics in higher education, a topic in which this type of research learning is still scarce. With a focus on teaching, this bibliographical work, of an explanatory and qualitative nature, aims to investigate the way in which the Differential and Integral Calculus books authored by Louis Leithold (1994), Hamilton Luiz Guidorizzi (2001) and James Stewart (2013) addresses the definition of the limit of functions of a variable. To achieve this objective, the methodological research framework of Depth Hermeneutics – HP, proposed by Jonh B. Thompson, was mobilized with the intention of answering the following questions: what types of semiotic representation records are it possible to identify these works and how Can they influence the teaching of function limits? What socio-historical aspects of the production of these books influenced the author in choosing a certain approach? Conceiving the book as a symbolic form, the phases that represent the HP were articulated: the socio-historical analysis, where this information was collected about the authors' biography, the evaluation of the preface and changes in the other editions, actions referenced by the Historical Analysis of Mathematics Books by Gert Schubring and the study of Editorial Paratexts by Gerrard Genette; formal analysis, in which the types of representations of limits and functions that appear in books were identified, as well as their transformations, through event activities, categorization and the construction of inventories, in the light of the Theory of Representation Records Semiotics - TRRS by Raymond Duval; and the interpretation/reinterpretation in which a creative synthesis of meanings on the works studied was constructed. The results demonstrated that, in the three books, there is a predominance of the algebraic register over the others and the absence of exercises proposed between registers, which, according to the TRRS, can make teaching the concept of limit difficult. Individually, influences from the Modern Mathematics Movement, the Bourbakist school and the Calculus Reforms were identified in the writing of these books.Item Formação de professores de Ciências Biológicas em universidades brasileiras: perspectivas curriculares para as tecnologias digitais de informação e comunicação(Universidade Federal de Goiás, 2023-09-12) Silva, Thálita Maria Francisco da; Mesquita, Nyuara Araújo da Silva; http://lattes.cnpq.br/6971106875143413; Mesquita, Nyuara Araújo da Silva; Mendes, Michel; Vilela, Marcos Vinícius Ferreira; Moraes, Fernando Aparecido de; Comarú, Michele WaltzThe present scientific research investigates how the insertion of Digital Technologies of Information and Communication (TDIC) has been constituted as a formative element in the Licentiate courses in Science/Biology of the main Brazilian Federal Universities, approaching in what perspective this insertion takes place (dominant /emergent). We used qualitative research and multiple case studies as a methodological approach and document analysis as a data collection instrument. In line with the qualitative approach, our analytical approach to data processing will be Discursive Textual Analysis (DTA). As key elements to carry out our analysis, the Pedagogical Course Projects (PPC) of 26 Biological Sciences courses offered by Federal Universities in the five regions of the country were used: North, Northeast, Southeast, South and Midwest and the legal documents that guide teacher training in Brazil, such as the National Education Guidelines and Bases Law 9394/96, the Teacher Training Resolutions (from 2002, 2015 and 2019) and Resolution No. Biological Sciences courses. The analyzes were carried out highlighting: the institution of origin of the course, the name of the course, the year of creation of the course, the year of approval of the PPC, the pedagogical subjects, the non-pedagogical subjects that include digital technologies, the workloads (theoretical and practical) and the menus of these disciplines. The analysis carried out demonstrated the variety of organization of Pedagogical Course Projects that bring the pedagogical disciplines that will be offered in professional teacher training, as well as the discrepant amount of pedagogical disciplines offered to course participants. We also observed the small number of subjects that address TDIC in these curricula. This demonstrates that the insertion of TDIC is not a significant element in the pedagogical proposals for the training of Biological Sciences teachers. We also noticed that some documents point to the overcoming of the merely technical character of the use of digital technologies in the teaching-learning process anchored in the dominant paradigmatic view. Therefore, it is necessary to incorporate technical and pedagogical aspects in teacher training so that it can be reflected in the pedagogical and curricular practice in the classroom.