Programa de Pós-graduação em Educação em Ciências e Matemática

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Mapeamento Ambiental Como Proposta Para a Construção dos Conceitos de Biodiversidade e Cerrado no Ensino Ensino de Biologia
(Universidade Federal de Goiás, 2009-02-13) CASTRO, Shaleny Costa Pereira; OLIVEIRA, Leandro Gonçalves; http://lattes.cnpq.br/8837912214958454
This study aimed to investigate the effectiveness of environmental mapping tool for building biological concepts Biodiversity and Cerrado students in the 2nd year of high school, in the discipline of Biology. The methodology used in this study was the participant research, where he sought to break with the dyad between subject and object and theory and practice, common features in traditional searches, so there was the construction of a more solid knowledge from a more fruitful relationship between subject-subject. Thus, it was possible to promote the critical linking between scientific knowledge and the understanding of common sense by bringing the reality of daily life of the participants themselves. Three questionnaires were applied, being the first to evaluate the proficiency level of students on the Biodiversity and Cerrado concepts and the other two questionnaires were after discussion on those concepts. The questionnaire II was applied to half of the students who participated in the research after the theoretical class, in order to verify students learning after this exposition, without completing the environmental mapping. The third questionnaire was applied to the other half of the class after the completion of the environmental mapping, with the objective of verifying the effectiveness of this activity to learn the concepts proposed. The three questionnaires were compared so that we could assess the learning concepts of Biodiversity and Cerrado. To supplement the data acquired with the questionnaires, we conducted a technique that consists of a group interview, called the focus group in order to capture immediate and consistently the information desired by intensifying the points raised by the questionnaires. The comparing the questionnaires II and III to questionnaire I, we could prove the effectiveness of the environmental mapping concepts for the construction Biodiversity and Cerrado. Most of the students had some increase in their knowledge about these concepts, especially after the mapping. Analyzing and comparing the questionnaires, it is remarkable the conceptual change in relation to the previous knowledge that students had on biodiversity and Cerrado presented in the questionnaire I. In the questionnaire II and III students had more answers close to those considered scientifically accurate, showing that there was a reorganization or rejection of the previously existing concepts. The focal group interview also confirmed the effectiveness of environmental mapping tool for acquiring this concepts, as identified in the analysis of questionnaires. This tool enabled the approach of students to the environment around the school, making the lessons more contextualized and interdisciplinary, seeking overcome challenges and contradictions raised for the Teaching of Biology. The environmental mapping, inserted in the school practice, made possible the understanding of the scientific knowledge, allowing its relationship with the everyday life of students giving then a chance of using it in different situations of life, and allow students to guide and have a position before issues that can interface with their living conditions and in their daily actions.
DIÁLOGOS INTERDISCIPLINARES CONSTRUÍDOS A PARTIR DA APROXIMAÇÃO ENTRE A ENGENHARIA CIVIL E O ENSINO DE CIÊNCIAS EM UM NÚCLEO DE PESQUISA
(Universidade Federal de Goiás, 2009-02-26) GONÇALVES, César Augusto Paiva; FIGUEIREDO, Augusto César Ribeiro; http://lattes.cnpq.br/5491760040448073
This study analyzes the movement for interdisciplinary approximation among specialists in different fields of knowledge, taking into consideration their epistemological and pedagogical aspects, from the perspective of a wider understanding of reality, perceived as a dynamic and complex whole. The analysis was undertaken within a Unit of Research in Science´s Teaching, originally made up of science teachers at different levels of formation, along with professors involved in Teacher Formation at the School of Civil Engineering. Four State Schools and a Federal Center of Technology also participated in the project. In this context, this study proposes to discuss the possible dimensions of the relations and interactions between specialists in science teaching and civil engineering, in order to understand the epistemological way of building interdisciplinarity into the teaching of the sciences. The unit held fifteen meetings, during which science teachers at different levels participated undergraduates, Master students, engineering professors and student engineers. From among the fifteen meetings, all filmed in VHS and transcribed, six were selected for analysis. Methodologically, this study is considered a participative research. For analytical purposes, the reflections obtained were grouped into three categories: i) the conceptions of interdisciplinarity of the different groups which make up the unit; ii) the approximation dynamics between the teaching of the sciences and civil engineering; iii) the contribution of this approximation. Considering the complex epistemological nature of interdisciplinarity and the need for renewal in the teaching of the sciences, this analysis points towards the need to promote new dialogues, based on a broad understanding of the foundations of sciences, at the different levels of production and appropriation of science. It was also seen that the analysis of a certain problematic, from an interdisciplinary perspective, generates a broader view of the ways and possible strategies needed for overcoming these difficulties, by providing indications and solutions that are more global than those obtained from an individualized approach to the object in question. On analyzing the nature of the relations referred and the building of interdisciplinarity from epistemological, pedagogical, historical, political and social aspects, this study is, therefore, justified by the character of its propositions and by the critical reflective task of understanding the dynamics of the thinking which underlies such integration.
Perspectivas comunicacional e hipertextual à luz das tecnologias em educação em meio ao uso de Fóruns e Chats na Didática da Matemática
(Universidade Federal de Goiás, 2009-03-26) NASCIMENTO, Weldson Luiz; RIBEIRO, José Pedro Machado; http://lattes.cnpq.br/1433861823493391
This work is the result of a qualitative research on participative nature that arouse from the study of facts and analysis of bachelor in mathematics II (DID2), during the first semester of 2008 in the college of mathematics and statistics at Goiás Federal University (UFG). The main purpose of this research was to verify the range on which the virtual classes could either or neither contribute to the learning process. The study was shaped according to 50% of presence classes and 50% of non presence ones. Virtual learning was used for non presence activities (AVA) Moodle. In the context of the research, the researcher was a copartner in the working up and effective accomplishment of pedagogical activities and virtual ones (AVA), as well as a researcher in exercise in the presence and non presence activities, developed by his/her professor. Because of the pedagogical range that the subject presented itself, thematic cuttings were essential for data analysis. Communicational perspectives were researched then, hyper textual information about the developed subject and the above-mentioned (AVA). With the analysis categories of every perspective above-mentioned, interchanges of speech were developed in forum and chats when, they were contrasted it was found the construction of an interactive communication and expressive textual dialogue as the priority perspective signalized. Simultaneously, the dissertation also contributed to sections, whose debates gave a subsidy to themes, not totally clarified by the approach pertaining to a not present education (EaD). The themes approached passed by possible differences between interaction and interactivities, and also about the possibility to create communicational spaces, which developed themselves. It also holds conceptions about emblematical themes, technologies of information and communication (TIC) and (AVA). The legal base about the EaD and some contributions examined in the development of the subject that lay the foundation and stimulate virtual practices. In this context the research created new thoughts about pedagogical virtual practices, mainly to involve the researched subject, a non conventional practice in similar research in the field of Mathematics. This practice approaches a subject in the field of education not for the specific Mathematics subject.Perspective and hypertextual communication in the light of technology in education through the use of Forums and Chat the Didactics of Mathematics
A Expressão da Compreensão de Alunos com Dificuldades de Aprendizagem em Matemática ao Trabalhar com o Material Cuisenaire
(Universidade Federal de Goiás, 2009-03-30) LEITE, Lusitonia da Silva; BARRETO, Maria de Fátima Teixeira; http://lattes.cnpq.br/1434730073194299
Concrete materials are part in the searching of learning methods that allow a better understanding in the learning of mathematics. In this work, I research how do students with difficulties in learning express Mathematics comprehension when they deal with the Cuisenaire Material in a learning situation, and what do they understand from it? The investigation basis was the Experiencing Mathematics in Elementary School project developed in CEPAE (Center of Teaching and Research Applied in the Education of UFG). The data collection happened in five meetings/classes performing activities on the basic arithmetic operations. The participants are twelve students from 5º e 6º grades who have a low learning performance, according to their mathematics teachers. In terms of procedure, we used the qualitative research on the perspective of the phenomenological approach. Once a contact was established among the students speech, my interpretations on their speeches and the theories used to support my interpretations, I think this material revealed itself significant and the students demonstrated comprehension on the basic arithmetic operations. Seeing, thinking, combining parts to the numbers, comparing them, putting them in order, compounding and decompounding them, replacing values, working over their own acts and thoughts, sharing ideas with classmates, and being attentive lead students to experience discoveries. Based in what was experienced in this research, I present some contributions to teachers who intend to use the Cuisenaire material to teach their students.
A Relação entre a Educação de Jovens e Adultos e a Educação Ambiental
(Universidade Federal de Goiás, 2009-04-09) PARANHOS, Rones de Deus; SHUVARTZ, Marilda; http://lattes.cnpq.br/7325765815766484
O Programa Nacional de Inclusão de Jovens PROJOVEM: Uma Análise Entre o Proposto e o Vivido em Goiânia
(Universidade Federal de Goiás, 2009-04-17) FRIEDRICH, Marcia; BENITE, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647
The adult and youth education permeates the history of education, and this follows the rhythms of the history of society in its economic models, dictated by political and social power relations of groups ideologically dominant. Education and specifically in the EJA, significant issues arise in the pursuit of knowledge teachers need to be targeted this segment of education that follows the margin of history education. Once this work is the result of a search related to the Program for Master of Education in Science and Mathematics that aims to make reflections on the historical trajectory of the EJA in Brazil, the debate back to issues related to public policies, characterization of this group, contextualizing the proposals teaching directed to that. Some general considerations concerning the structure of scientific knowledge and the teaching of science and mathematics in the social context of the egress of the National Program for Inclusion of Youth: Education, Vocational Training and Community Action- PROJOVEM conclude our presentation of research results
O Planetário: Espaço Educativo Não Formal Qualificando Professores da Segunda Fase do Ensino Fundamental para o Ensino Formal
(Universidade Federal de Goiás, 2009-04-20) MARTINS, Cláudio Souza; BARRIO, Juan Bernardino Marques; http://lattes.cnpq.br/6859482550702496
Despite the changes introduced in the Brazilian Educational System since the LDB from 1996, and of the introduction in the PCN s Natural Science of the transversal theme Earth and the Universe, it is still practically null the knowledge of the teachers about the Astronomy concepts presents in the school curriculum, the formal Education scope. This work emphasizes the need and importance of the study of Astronomy, analyses how the Museums and Science Centers, in particular Planetariums, as non-formal education spaces, can suppress partially this need, having in account that the education is not restricted to the classrooms, but happens on a diversity of other spaces where the human life develops and proposes a kind of minimize the teaching formation deficiencies to treat this theme. The Planetariums, devices destined to reproduce the starry sky, with the Sun, the Moon and the planets, as well as other astros, with their movements as we see then from Earth s surface, exist since Archimedes. It s conception evolved from small celestial globes and armillary spheres that can be placed on a table to huge Planetariums with thirty to forty meters of diameter domes, capable of shelter in it s interior three hundred people, and capable of simulating space travels through the Solar System or beyond the limits of our Galaxy to the frontiers of the known Universe. A special attention is given to the Planetarium of the UFG, for this being the space where the scientific education in it s formal, informal and non-formal aspects have been developed for more than thirty years by the staff that composes the faculty of this organ of the UFG. A brief historical of this Planetarium is presented, describing the work developed by the teaching staff. A research made with fundamental school teachers who brought their students to the Planetarium on the first semester of 2008 revealed the total acceptance of the service offered by the Planetarium with a derisory number of critics, what seems to be due to the immense lack of information about astronomy and to the only active presence of the Planetarium of the UFG on the Center West region of Brazil. With the intention of giving a step ahead in the qualification in Astronomy, is made a proposal of a course for the second stage Fundamental School teachers which could open new horizons for many Science teachers on the understanding of the scientific approach of the mysteries of the Cosmos.
O LÚDICO NO ENSINO DE FÍSICA: ELABORAÇÃO E DESENVOLVIMENTO DE UM MINICONGRESSO COM TEMAS DE FÍSICA MODERNA NO ENSINO MÉDIO
(Universidade Federal de Goiás, 2009-04-22) FILGUEIRA, Sérgio Silva; SOARES, Marlón Herbert Flora Barbosa; http://lattes.cnpq.br/9698540158266610
In this work are showed results of research with students from third grade of a public school in de high school level, in the Goiânia city. Are presented the preparation and development of a minicongress with modern physics themes. The themes were worked: photoelectric effect, wave-particle duality, nuclear fission and fusion, universe s origin, relativity theory , x-rays and laser. The classrooms were divided into groups; each was responsible for one of the topics. The objective was to write a paper to minicongress a held at the school, following all the rites of an academic scientific congress. Among the submission of paper and presentation of posters, the teacher mediate in the groups, providing them various articles and texts that had relationship with themes. The aim was to investigate the feasibility of working with themes of modern physics and contemporary at this level of education through a play activity. It is discussed in this work to the playful connection with the inclusion of topics in modern physics and Contemporary in basic school. The results showed high involvement and interest of students by the activity. It was clear the enthusiasm that students demonstrated with the themes, especially in learning the concepts involved in physical technological applications that they already knew. The elaboration of minicongress made in the school's computer laboratory. This aspect contributed to making the activity more fun, because use of computers became more conceptual discussions pleasant. The work groups were sent by another tool for evaluating the learning of concepts worked. A comprehensive analysis of search results in shows that working with themes of modern physics and contemporary in high school using the tool as playful, is a viable alternative.
As concepções de meio ambiente e natureza: implicações nas práticas de educação ambiental de professores da rede estadual de ensino no município de Aparecida de Goiânia (GO)
(Universidade Federal de Goiás, 2009-04-23) MORAES, Fernando Aparecido de; SHUVARTZ, Marilda; http://lattes.cnpq.br/7325765815766484
Given the environmental issue faced nowadays, the relevance of EE (Environmental Education) is evident, as it contributes to the search for changes in the way we behave and exist in the world, and is developed from different points of view and perceptions in the basic school. It is known that in order for it to become satisfactorily effective, it still has to break several barriers related to teachers, schools, public policies and society as a whole. Hence, considering the importance of EE, its challenges in stepping on this unstable ground, and our necessity to learn how it has been practiced and understood, this research was carried out in the schooling environment of Aparecida de Goiânia GO, with the main goal of learning the conceptions and practices of EE by the teachers of the State public school in this city. We have worked with teachers of the morning shift basic and high schools, of the subjects Science, Geography, Mathematics, Biology and Chemistry. The research was extensive (quantitative) and comprehensive (qualitative) in which we used the questionnaire, method largely used in social research. As the analysis progressed, we noticed that the conceptions of nature, environment and EE by teachers are distant from meeting the needs of environmental issues, because as the are motivated mainly by their life experience and professional development, they maintain the values and practices that support the current model of life, based on anthropocentrism and on the development at any cost. In this way, they end up perceiving environmental issues as something fragmented and superficial, which tends to lead to a dichotomy, placing man as a totally different creature from the others. As we know that their conceptions affect the activities that they develop at school, we notice that the practices that they say to perform and to label as EE are distant from the public policies. Consequently, they approach environmental issues in their activities in a naïve and simplistic way. We understand the importance of teachers initiatives. Despite their limited knowledge, they try to apply EE in schools, but we understand that many modifications need to take place in order for both their conceptions and their practices to change, so that we can seek the building of knowledge that involves the environmental issue and its distinct aspects. However, in order for such changes to take place, it is understood that SEDUC needs to permit bigger curricular flexibility, with emphasis on interdisciplinary treatment of EE, investments in initial and continued teachers training as well as civil society involvement, represented by the people from around the school, in the environmental issues
DISCUSSÃO CURRICULAR A PARTIR DO TEMA ENERGIA NUMA PERSPECTIVA DE INTERVENÇÃO NA FORMAÇÃO CONTINUADA DE PROFESSORES
(Universidade Federal de Goiás, 2009-04-28) BENITE, Claudio Roberto Machado; ECHEVERRÍA, Agustina Rosa; http://lattes.cnpq.br/5515276044247189
The main purpose of this work was the investigation of public high school s teachers participation in various disciplines, in meetings to discuss curriculum, based on the theme energy, located in the city of Goiânia. This is a project included in a partnership university / school, in the perspective of new ways of intervention in their own practice. Starting from these assumptions is essential to highlight the role of nuclear research as the Center for Research in Science Teaching - NUPEC of IQ / UFG in environments such as school aggregate; therefore, the asymmetric relationship between the components allows both the collective and the individual growth. Whereas the theoretical and practical knowledge build the professional knowledge, this research is configured as an innovative alternative in the Teaching of Science during the execution of the project entitled "Construction of a solar collector with alternative materials: an experience in clean energy at the high school , aiming the increase of students' interest in natural and the engineering sciences, and the intention to motivate of school s teachers to adopt more stimulating science education practices. The data from this study, which has elements of a participatory research, are collected from the analysis of transcripts of six planning meetings recorded on VHS. The conclusion extracted from data analysis was that teachers find difficulties in getting engaged in activities other than those which constitute the everyday school life. At the same time we can see the potentiality that this type of approach - University / School - has in the perspective of developing new proposals of education and conclude that when supported by more experienced partners and backed up by school administration, teachers propose, discuss develop and carry out new pedagogical practices.
A visão de professores de ciências do ciclo II sobre o sistema de ciclos de formação e desenvolvimento humano da rede municipal de educação em Goiânia
(Universidade Federal de Goiás, 2009-05-04) AZEVEDO, Gislene Sousa de Sa; ECHEVERRÍA, Agustina Rosa; http://lattes.cnpq.br/5515276044247189
The aim of this study was to investigate the II cycle science s teacher s point of view about Ciclos de Formação (Formation Cycles) in the Teaching Municipal s Web in Goiânia. Since the role of teachers is to achieve any pedagogical proposal, it is important to identify what the teachers think about Ciclos de Formação (Formation Cycle) once they signified a very important change in the Teaching Municipal s Web in Goiânia. The research embraced all the formation II cycle s science s teachers of the Teaching Municipal s Web. The methodology used were the semi-organized interviews which had the purpose to comprehend and evaluate based on pedagogical aspects and the role of science teaching in this organization- the teachers about the implementation process of cycles in the Teaching Municipal s Web. The results of this work indicates that after eleven years of the Formation Cycles s implementation in Teaching Municipal s Web, there are, in the science s teacher s point of view progresses, equivocal, lack of comprehensions and great difficulties in the pedagogical conduction that shows the necessity to enlarge the study and to systematized the reflection about this teaching organization policy, their implications in the student daily classes and about the science teaching s role in the formation of the pupil. In this way, it is concluded that there are the necessity of offering, in the initial formation of science teachers, studying spaces and discussion about the nature of the scientific knowledge and the pedagogical politic aspects.
Os professores de ciências e matemática em Goiás (1991 a 2006): demandas e dilemas
(Universidade Federal de Goiás, 2009-07-09) ALVES, Deuel Bernardes; BARRIO, Juan Bernardino Marques; http://lattes.cnpq.br/6859482550702496
This dissertation is a documentary research diagnosis of character you want to enlarge the perception of the "alleged needs of the market" and teacher training courses in Biology, Physics, Chemistry and Mathematics in both the elementary school and in high school, and has some of the dilemmas related to science and mathematics teachers in the state of Goiás Begins with a discussion that relates education, demand and structure, then do a historical retrospective of the consolidation of Higher Education in Brazil trying to make in parallel, the process of building Law of Guidelines and Bases and the National Plan of Education, within the period f rom 1991 to 2006, which is marked by a major range of LDB/96 approval, which probably inf luenced the expansion of the number of IES in the country, but specif ically in Goiás, where was the focus of this dissertation, we tried to get data cataloged by INEP, IBGE, SEEGo, and others in an attempt to elucidate issues concerning the training of teachers of Science and Mathematics in the State. Finally, f rom the dif ferent elements worked until now, realized the necessity of explanation of some dilemmas that are presented, more clearly, depending on the characteristic look of this dissertation. Such dilemmas are: Rejection, Occupation, Training and Survival. The f irst dilemma is characterized by denial that society has shown how the demand for courses in Science. This refusal may be the original work (dilemma 2) that are available and that, consequently, have undergone a training (dilemma 3) very specif ic. This training has enabled the existence of people, through the survival (dilemma 4) occupation, have been shown in some cases almost exclusively, as a reference positive or negative for society
Ensino de Matemática com o apoio do TelEduc: experiência etnográfica em um curso de Administração
(Universidade Federal de Goiás, 2009-08-19) SOUZA, Renato Sardinha de; FERREIRA, Rogério; http://lattes.cnpq.br/7841869231824490
The investigation presented here is based on the scoop of the Teaching and Learning of Science and Mathematics, from the Post-Graduation program in Education in Science and Mathematics, from the Federal University of Goiás and its main goal is to study a group of second-year students from the Administration Course, evening-course, from a private college, located in Goiânia, state of Goiás, Brazil. This study relates to the Learning of Mathematics applied to administration, to Internet usage and to a free virtual learning ambience which is used as a support to face-to-face teaching - the TelEduc. Besides, the contribution given by the students presently called Monitors of applied Mathematics, Applied Mathematics: virtual resources, offered on the TelEduc ambience were also studied. Throughout the pages on this dissertation, there is a feedback , a kind of descriptive memorial of the academic life of the researcher, exploring his initial contacts with the Mathematics Learning Process and also his contacts with Educational Technology. Lately, the choice of this work methodology is justified, inspired by the principle of the utility for the research reflection, in Edgard Morin. In order to offer theoretical support, the methodology of ethnographic type research was adopted, because as Marli Eliza D. A. de André contemplates, it differs from the simple ethnographic research, although it considers its observation characteristics such as gathering, register and data analysis. To offer guidance to the present research, three questions were asked initially: a) Can students who belong to lower socio-economical and intellectual levels interact satisfactorily on virtual ambiences, contributing to the autonomous and meaningful Mathematics learning? b) How do students from the research group react to the use of a virtual ambience of learning as a support to the face-to-face teaching (TelEduc) on Applied Mathematics? c) Can students with more abilities and involvement on the subject studied, so called Monitors of Applied Mathematics, contribute to the learning process of their peers, using the virtual ambience of learning, through the teacher orientation? The main objective of this research is to understand how students from different social levels and different age limits can interact in a Virtual Ambience of Learning in the Applied Mathematics studies and which implications from this movement can be applied to the classroom. The bibliographic revision developed, the observation, gathering and analysis of data, present to us the importance of the students involvement in the process of the construction of their own learning, in an autonomous and intense format, in face-to-face learning or in a virtual ambience. Also, in order to achieve social transformation through distant teaching and learning as a support to face-to-face teaching; the elements mentioned reveal to us that we should not try to do something new using old conceptions; which means that it is not sufficient to include sophisticated technology such as the Internet and its devices if conservative approaches (centered on the content and the teacher) are still used
O lúdico e a educação ambiental na formação de professores: diálogos possíveis
(Universidade Federal de Goiás, 2009-09-04) EVANGELISTA, Larissa de Mello; SOARES, Marlón Herbert Flora Barbosa; http://lattes.cnpq.br/9698540158266610
This work presents the results of research done with students of higher education in an attempt to join the playful to the theme of Environmental Education as a proposal to improve the teaching-learning process of future teachers of science and biology, as well as its responsiveness with respect to Environmental Education, thus enabling a new alternative for the teacher to work in their classes. Thus, we work with a class of Bachelor's course in Biological Sciences at a state university in the city of Itapuranga, Goiás, Brazil whose students are in their third year. The method used was action-researchparticipatory, since the research in the classroom in which the researcher is the teacher of the discipline, whose results will be worked on improving the teaching-learning process. To conduct this research the class consisting of 32 students was divided into two groups, and each one in 3 sub-groups, in which one of them would have To consider Resolution an environmental problem caused by the Sugar-Alcohol Plant in the city and the other to create an Environmental Consulting Company to resolve an Environmental problem in the city, with name, symbol, slogan, advertising, etc.. According to the survey were six criteria for analysis: Identification of the problem, interest / motivation, Competition, Creativity, and Problem Resolution and Personification. The results of this research show that recreational activities can be worked in environmental education issues and effective manner, because in addition to increasing the interest is a motivating activity, brings together students, requires freedom of action, increases the disciplinary aspect and finally, very helpful in improving the teaching-learning process
AS INFLUÊNCIAS DOS FORMADORES SOBRE OS LICENCIADOS EM MATEMÁTICA DO IME-UFG
(Universidade Federal de Goiás, 2009-09-04) SANTOS, Ronan Santana dos; ROSA, Dalva Eterna Gonçalves; http://lattes.cnpq.br/2328482856293466
The aim of this search, whose central theme is training of teachers of mathematics, is to study the influences of trainers course in mathematics degree in exercise of the graduates of this course. In the case of a course of study in an institution of higher education, this research is characterized as a case study in a qualitative approach that seeks to establish relations between the uniqueness and complexity of teacher training. In the discussions were addressed various aspects of the issue: public policies for the Brazilian Education, curriculum guidelines for undergraduate courses, particularly for the degree in mathematics, knowledge and expertise relevant to teachers and dichotomies in teacher education in mathematics. The theoretical contributions substantiate that these discussions were made of contributions from various national and international researchers. Of national literature in Education: Ludke (1996), Rosa (2003), André (2007). The international literature: Shulman (1986), Zichner (1993), Marcelo García (1999) and Tardif (2004). Brazilian literature of specific IFIC s Mathematics Education: Fiorentini (2005), Lins (2005), Garnica (2006). International literature of Mathematics Education: Bridge (1992), Sztajn (2002), Skovsmse (2007). Data were obtained through semi-interviews held with the actors of this study: five teachers licensed in the same way, and five students of basic education, one student from each teacher egress. The categories used for data analysis were: Education, Vocational Education and Training Human. These categories were constructed through an intense and delicate work to analyze the interviews with the trainers, teachers and their students. The data emerged from the perspective of academic training: the field of mathematics content for teachers is a key factor for the training of teachers. Appearance also noticed in the speech of teachers and students in their practices, according to the speech of their students in basic education. With respect to pedagogical training: methodological aspects of teaching, the teacher-student, the classroom management was perceived in the speech of the majority of trainers and teachers and emphasized with much enthusiasm by all students, as the characteristics of good teacher practice. With regard to training human: aspects of the human relantionship between trainer and licensing, curriculum knowledge and personal stories to the teacher to student attributes were described by the subjects investigated. The study also shows how the models studied training (academic, educational and human) are taught by teachers, learned and put into practice by graduates. Thus, we believe that this research will contribute to deepen the discussions and reflections on curricular issues, the dichotomies between the degree and bachelor s degree, knowledge and training of trainers, the influences that they exert on the students, especially during graduation Mathematics in the IME-UFG
Do discurso à prática: como se caracteriza a avaliação da aprendizagem escolar entre professores de biologia do ensino médio
(Universidade Federal de Goiás, 2009-09-30) MORAIS, Ruth Longuinho de; CHAVES, Sandramara Matias; http://lattes.cnpq.br/8215617614854729
This is a descriptive-exploratory study conducted among students and teachers from High School in the Public Education Network of Distrito Federal. The main objective of this research was a survey of ideas and evaluation practices of Biology teachers and their impact to students, trying to answer the following questions: What is the evaluation of school? How is the assessment of learning in Biology in High School learning? What are the instruments and procedures used to assess school learning? How these instruments are made? The evaluation method adopted affects the behavior and / or participation of students in the classroom? The academic and continuing education of Biology teachers include the evaluation of school learning? What are the elements that are articulated in the design of evaluation practice? The research was performed by means of techniques of data collection such as observation, questionnaires, documentary analysis and focus groups. We noted that among the Biology teachers of High School, there is a sincere search for diversification and quality evaluation process, however barriers to evaluation practice raised by the teachers themselves, prevent the primary function of evaluation, the promotion of learning, to take effect, in fact. The guidelines from the Ministry of Education (MEC) and the State Department of Education of Distrito Federal (SEEDF) influence the pedagogical practices of teachers so the exam has not been presented as the center of evaluation of school learning, enabling the adoption of different evaluative ways to allow the extraction of the student information to decision-making toward learning
DESVENDANDO AS PRÁTICAS AVALIATIVAS DE PROFESSORES DE MATEMÁTICA EM TURMAS DO 1º ANO DO ENSINO MÉDIO DA CIDADE DE GOIÂNIA
(Universidade Federal de Goiás, 2009-10-03) CUNHA, Maria Francisca da; FURTADO, Wagner Wilson; http://lattes.cnpq.br/7242809620740722
This study aimed to examine how to develop assessment practices in mathematics classes in the first year of high school in seven Colleges of Goiânia. Authors such as Luckesi, Moretto, Buriasco, Valente, among others, formed the theoretical framework for analysis. Data collection was conducted through a questionnaire to 183 students and 7 graduate teachers in mathematics and through semi-structured only to teachers. The main points, which was highlighted in the questionnaires and interviews, served as a contribution to define the analysis by categories. These categories helped us to understand how assessment practices were carried out by teachers and how they were viewed by their students. From the analysis undertaken it is clear that in all colleges, as expected, the essay question exam is the most used as a form of assessment. However, we emphasize that the student's participation is increasingly being considered in the evaluation in the following forms: observation of participation, group work, monitoring reports of overall performance, tests and exams in pairs with consultation. Another key note is that teachers who use most forms of monitoring of student performance are precisely those with a low weekly workload of conducting with exclusive hours to devote to these activities.
O blog nas aulas de Matemática: um instrumento capaz de contribuir para que o aluno elabore e reelabore suas compreensões sobre seu conhecimento matemático?
(Universidade Federal de Goiás, 2009-10-07) LUCAS, Marcello; BARRETO, Maria de Fátima Teixeira; http://lattes.cnpq.br/1434730073194299
Will Blog in Math classes be an instrument that can contribute to students elaboration and reelaboration of their understanding of Math knowledge? Starting from this question, this paper investigates the use of blog as a methodology resource to Math teaching in High School. It tries to understand and points to the viability or not of the use of Blog to contribute to the learning of Math and to the development of other necessary abilities to the learning of the subject as well as to life in society. The ability to read and write, for example. The research uses the phenomenological investigation. The data consisted of descriptions of the discussions held during the process of content production to be published on Blog. Convergencies were sought, in those descriptions, to make it possible to put in evidence the phenomenon searched without worrying to find generalizations, but the explicitation of the understanding of Math knowledge demonstrated by the subjects of the research through the produced material to be published on Blog in a certain time and context. Math classes whose validity will only be efficient through the active, persistent and persistent teacher performance as a member of the Blog. The teacher s characteristics of attentiveness and intentionality will help to motivate, resume, maintain and point aspects not yet approached and this investigate the dialog about the Math knowledge. It is possible, through the use of blog to create Math learning situations besides the creation of a classroom environment in which the students can elaborate and re-elaborate their understanding of their math knowledge
Pequeno construtor: cenário de investigação para o estudo da geometria
(Universidade Federal de Goiás, 2009-10-16) BOMTEMPO, Kênia; BARRETO, Maria de Fátima Teixeira; http://lattes.cnpq.br/1434730073194299
This work investigates the possibilities of building miniature houses are scenarios for research for the study of geometry. It has made through a Master Programme of Education in Sciences and Mathematics at Federal university of Goiás. The study of geometry through the trial is a form of education defended by Education many researchers in mathematics education (ANDRADE; NACARATO, 2008; FAINGUELERNT, 1999; PAULO, 2001; PAVANELLO, 2007). Begin of a proposal to work through scenarios for mathematics research as it considers the student's participation in an investigative approach, through play and through the act of playing. Developed the project "Small Builder" in which students built mini-houses that the process of building geometric concepts we studied. The activities were developed in the Escola Municipal Santa Helena , at Goiania, in a room with 27 children between 10 and 12 years. The data were analyzed following the paths of qualitative research in a phenomenological approach. In the investigative process, we analyzed the ways of understanding expressed by the students and the educational intervention carried out by the teachers involved. The study converged to open three categories: the understandings expressed on the measures proposed scenario, the understandings expressed on ways and plane figures in the proposed scenario, the understandings expressed in addition to the geometry in the proposed scenario. These categories have shown the possibility of the project "Small Builder" is set as the for research, by enabling the study of geometry and also go beyond. The analysis showed the weaknesses of the teacher and student, and the ephemerality of the scenarios for research, allowing one to rethink the life-world classroom geometry.
O reconhecimento do contexto sociocultural do aluno em meio ao ensino e à aprendizagem da Matemática na educação de adolescentes jovens e adultos - Goiânia/GO
(Universidade Federal de Goiás, 2009-10-16) PORFÍRIO, Alexandre Guilarducci; FERREIRA, Rogério; http://lattes.cnpq.br/7841869231824490
In this work, we point out the importance of the development of the mathematical knowledge from the partner-culture context of the pupil who attends a course the Education of Adolescents, Young and adult (EAJA). We detach the relevance to value the knowledge previously acquired by these pupils in the practical one of the teacher of athematics in classroom. The research looked for to approach different spheres of the education, having for focus to understand the necessities concerning the EAJA. In harmony to a current and recognized theoretical recital for the scholars that they search improvements for adult young the pertaining to school education of and, we search to display some of the relations that surround the development of the mathematical knowledge in the school from the partner-cultural context of the individual. For this, we carry through a research of field next to the pupils the school City Maria Helena Bretas in Goiânia- GO, place where our results are context.

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