Mestrado em Educação em Ciências e Matemática (PRPG)

URI Permanente para esta coleçãohttp://200.137.215.59/tede/handle/tde/238

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Ensino de ciências no contexto do ensino remoto emergencial: uma situação de estudo sobre alimentação e saúde
(Universidade Federal de Goiás, 2025-08-27) Bento, Brenda Souza; Echeverría, Agustina Rosa; http://lattes.cnpq.br/5515276044247189; Echeverría, Agustina Rosa; Silva, Ariana Cárita de Assis Marinho; Ribeiro Júnior, Ramon Marcelino
Given the challenges posed by the COVID-19 pandemic and the adoption of Emergency Remote Learning (ERE), this research began with the implementation of a Study Situation (SE). The investigation aimed to analyze how the implementation of a SS, with the theme "Food and Health in Times of COVID-19," could foster the connection between school knowledge and the everyday knowledge of high school students at the Center for Teaching and Research Applied to Education (CEPAE), contributing to an interdisciplinary approach, even in formative contexts mediated by digital technologies. Based on Vygotsky's Historical-Cultural Theory and Bernard Charlot's Theory of Relation to Knowledge, the study sought to understand how students relate to scientific concepts when these are mediated by real-world problems and situated within their experiences. The research's specific objectives were: to investigate student participation in remote classes, identify the concepts mobilized based on students' experiences, and analyze the meanings attributed to constructed knowledge. The methodology involved analyzing questionnaires, transcripts of remote classes, thematic videos, and texts produced by students. The results showed that the SE enabled a more dynamic learning environment, favoring the expression of prior knowledge, the construction of new concepts, and the critical engagement of subjects with the proposed topic. However, the experience with the ERE also highlighted important limitations, such as unequal access to technology, the precariousness of the digital infrastructure, and the difficulties in ensuring the effective participation of all students. These challenges exposed and deepened existing educational inequalities, making it clear that, although the ERE guaranteed some continuity of school activities, it was unable to fully guarantee the right to learning for all. Thus, the formative potential of SE is reaffirmed as a curricular proposal that breaks with disciplinary fragmentation and values the relationship of subjects with knowledge, but also the need for educational policies that guarantee equitable conditions of access and participation in remote learning.
Afroternidade: análise das práticas científicas como cuidado entre mulheres negras
(Universidade Federal de Goiás, 2023-05-03) Oliveira, Marta Cezaria de; Pio, Lucely Morais; http://lattes.cnpq.br/7349990111472320; Benite, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647; Benite, Anna Maria Canavarro; http://lattes.cnpq.br/8433607360245647; Gomes, Nilma Lino; http://lattes.cnpq.br/7444449891704854; Silva, Maria Nilza da; http://lattes.cnpq.br/2994707153442186; Rezende, Tânia Ferreira; http://lattes.cnpq.br/9438105037411040
Historiography, the notoriety attributed to the traditional and ancestral wisdom black women experience, conveys important elements about the care established between them. This care was considered a way of coping with the multiple violence experienced by these women based on the question of race and gender. The theoretical framework of this research is structured in three axes: on black women and black scientists is guided by Anna Benite (2018), Lélia Gonzalez (1984), Flávia Rios (2019) and Oyèrónkẹ Oyěwùmí (2004); in relation to the popular pharmacy in the Cerrado, Lucely M. Pio (2021); finally, the theoretical framework considers the history of the NGO Dandara in the Cerrado as a non-formal teaching space, inaugurating the concept of Afroternity, producing reflections on the health care of black women. Our strategy was to implement a Popular Domestic Pharmacy based on the knowledge of research by contemporary black scientists in line with the traditional knowledge of the Popular Pharmacopoeia of the Cerrado. This was participatory research, whose instruments consisted of questionnaires, recording and transcription of the workshops. Nine meetings were held with 75 participants (60 black women) and the transcripts are being analyzed in the light of the conversation analysis technique. For analysis in this dissertation, the second, third, fifth and sixth meetings held with the group were considered. The partial result indicates the integration between the participants of the research-action, the cataloging of 156 plants that were made available for different uses according to their culture. This cataloging allows a systematic study for their inclusion in the program for teaching science and the development of a Popular Domestic Pharmacy at the headquarters of the NGO Dandara in the Cerrado. With this, it is expected to enhance non-formal teaching spaces, expanding dialogues between black women, deepening the different strategies for care, and enabling access and understanding to some scientific practices. It is believed that it is possible to strengthen the participation of black women in the production of knowledge and in the mitigation of gender, racial and class violence, encouraging the dissemination of scientific knowledge of the sciences made by black women.
Existência de atratores globais para equações de evolução não lineares
(Universidade Federal de Goiás, 2006-05-05) Silva, Silvia Cristina Belo e; Eduardo Arbieto; Alarcon, Eduardo Arbieto; http://lattes.cnpq.br/5960048699820842; Alarcon, Eduardo Arbieto; http://lattes.cnpq.br/5960048699820842; Rivera, Jaime Edilberto Munõz; http://lattes.cnpq.br/7489426320194892; Melo, Maurílio Márcio; http://lattes.cnpq.br/9171320863927413
In this work we develop the theory of global attractor for diﬀerential partial equation, denominate evolution equation : ut +2 (ux)2 + uxxx + η(Hux + Huxxx) + μu = f(x), u(., 0) = φ(.) (1) e zt + zzx + zxxx + η(Hzx + Hzxxx) + μz = g(x), z(·, 0) = ψ(·) (2) where H denote the Hilbert transform Hf(x) = 1 πP Z ∞ −∞ f(y) y − x dy, f ∈ S(R), We show that above initial value problem are globally well-possed in Sobolev space. Moreover, we prove existence of global attractor, i.e. invariant set, compact set, which attracts every bounded set of initial conditions.
Documentos Orientadores da Educação Ambiental em Países Latino-Americanos: convergências e rupturas com o Bem Viver
(Universidade Federal de Goiás, 2025-03-13) Scorsi Neto, Mariana; Mesquita, Nyuara Araújo da Silva; http://lattes.cnpq.br/6971106875143413; Mesquita, Nyuara Araújo da Silva; Pereira, Celso Sánchez; Guimarães, Simone Sendin Moreira
This research investigates guiding documents on Environmental Education in Brazil, Bolivia, and Ecuador, aiming to understand how the principles of Buen Vivir are incorporated into these documents. Buen Vivir presents itself as an alternative to the capitalist mode of development. It is a principle that values the worldview and culture of Indigenous and original peoples, prioritizing a reciprocal relationship between humans and nature. In the current economic model, however, humans assume a position of superiority and exploit nature within a capitalist and extractivist development model that seeks resources through extraction. The very notion of development adopted by this model prioritizes economic growth at the expense of nature. In Ecuador and Bolivia, Buen Vivir was incorporated into the Constitutional text following a constitutional reform in the late 2000s, which involved a revision of the documents. Chapters related to the rights of Indigenous peoples were included, and for the first time, Nature was granted a specific chapter, outlining its rights. This reformulation is reflected in the guiding documents of Environmental Education, which take on a new framework in alignment with these changes. For the analysis, chapters from the constitutions of the three countries that address the environment, Indigenous peoples, or education were selected. Through Discursive Textual Analysis, meaning units were identified in the documents and subsequently grouped into categories of analysis, resulting in three distinct categories: Hegemonic Integration of Buen Vivir; Sustainability and Buen Vivir: Uncritical Convergence; and Rebellious Buen Vivir. A predominance of the Hegemonic Integration of Buen Vivir category was observed, pointing to the camouflage of predatory capitalist practices under the principles of Buen Vivir. The category Sustainability and Buen Vivir: Uncritical Convergence reveals a fusion of Buen Vivir principles with objectives and visions aligned with the precepts of sustainable development. Lastly, the category Rebellious Buen Vivir presents an emancipatory, grassroots, and above all, transformative Environmental Education. The study concludes that the concept of Buen Vivir emerges as a powerful alternative to the hegemonic vision of progress and development, as it can serve as a guiding principle in redefining society-nature relations. However, it remains a concept under construction and contestation, permeated by different interpretations and appropriations—sometimes reinforcing its transformative potential, sometimes seeking to adapt it to dominant structures, thereby stripping it of its transformative essence. Furthermore, there is an observable reductionism in the worldview of Indigenous peoples, with official documents incorporating only elements that do not threaten the capitalist modus operandi, extractivism, and hegemonic domination. Caution is necessary to ensure that Buen Vivir is not applied in a vague manner or reduced to idealized narratives. Nevertheless, Environmental Education can assume a new configuration as Rebellious Environmental Education, which, when aligned with Indigenous principles and a decolonial perspective, stands as a powerful alternative for plural education—one that challenges developmentalism and seeks a just future for the Global South.
Teoria do ensino por complexos: abordagem inclusiva e formação docente em química
(Universidade Federal de Goiás, 2024-09-19) Morais, Amanda Alves Arrais de; Benite, Claudio Roberto Machado; http://lattes.cnpq.br/9059906601238363; Benite, Claudio Roberto Machado; Echeverría, Agustina Rosa; Santos, André Luiz dos
Embargada.
Direitos dos animais não humanos na educação: uma análise de livros didáticos de ciências dos anos iniciais do Ensino Fundamental
(Universidade Federal de Goiás, 2025-02-21) Oliveira, Gyselle Nascente de; Genovese, Cinthia Letícia de Carvalho Roversi; http://lattes.cnpq.br/9574293631943584; Genovese, Cinthia Letícia de Carvalho Roversi; Mesquita, Nyuara Araújo da Silva; Oliveira Neto, Pedro Adalberto Gomes de
Conteúdo embargado
Estudo sobre características da abordagem STEAM como possíveis indicadores de altas habilidades/superdotação na área de ciências da natureza
(Universidade Federal de Goiás, 2024-11-19) Mateus, Ana Carolina Rodrigues; Benite, Cláudio Roberto Machado; http://lattes.cnpq.br/9059906601238363; Benite, Cláudio Roberto Machado; Negrini, Tatiane; Carvalho, Plauto Simão de
This dissertation investigates the potential of the STEAM approach (Science, Technology, Engineering, Arts and Mathematics) as a pedagogical strategy for surveying students with possible indicators of High Abilities/Giftedness (AH/SD) in the area of Natural Sciences. Faced with the challenges of inclusive education, especially in the teaching of Natural Sciences, there is a need for strategies that promote active and integrated learning, respecting the potential of each student. The research problem that guided the study was: "How can teachers identify the potential of students with AH/SD indicators in teaching Natural Sciences, through the STEAM approach?" Based on this question, the objective of the study was to analyze the characteristics of the STEAM approach present in the development of solutions for investigative challenges, aiming to survey students with possible indicators of AH/SD in the area of Natural Sciences. The participatory research methodology adopted included the implementation of a practical investigative challenge, developed based on the principles of STEAM, in which a student was encouraged to build a prototype aimed at solving a real problem of a visually impaired person giving medication to the your son. Using a video capture, called "record of the practical investigative challenge," the student documented the steps of creating and explaining the prototype, highlighting the thought process and skills applied. Data analysis focused on identifying manifestations of cognitive and metacognitive skills, STEAM approach and problem-solving ability. In addition, creativity, above-average ability and involvement with the task, essential aspects for the profile of a student with AH/SD, according to Renzulli's Three Rings model. The results revealed that the STEAM approach, combined with investigative teaching, can contribute to the identification of students with high potential, by offering an environment that values innovation, critical thinking and the practical application of scientific knowledge. The student demonstrated interest and involvement with the task, as well as a significant ability to apply theoretical concepts in practice. As a contribution, the study reinforces the importance of pedagogical practices that not only recognize, but also develop the potential of students with AH/SD indicators in Natural Sciences. The STEAM approach is, therefore, recommended as a survey tool and as a means of school enrichment, promoting the comprehensive training of students with high potential. The conclusion points to the need for new research that deepens the use of STEAM in varied contexts and for different student profiles, highlighting the value of inclusive, critical Natural Sciences teaching that values the diversity of talents in the classroom.
Investigações etnomatemáticas para além da sala de aula: saberes e fazeres de alunas e alunos do sétimo ano da Escola Municipalizada São Benedito
(Universidade Federal de Goiás, 2023-10-30) Cruz, Lilian de Campos Marinho; Ribeiro, José Pedro Machado; http://lattes.cnpq.br/1433861823493391; Ribeiro, Jose Pedro Machado; Baumann, Ana Paula Purcina; Silva, Matheus Moreira Da
Recognizing that we are the result of experiences, customs and traditions, which occur in the human need for survival and transcendence, allows us to understand that the school and the actions that emerge from it go beyond their own space, as they influence conceptions, sharing and resistance and , therefore, it constitutes a diffusing and transforming space. Thus, with this proposal, we aim to encourage situations as ethnomathematical investigations that enable the expression of knowledge and actions of seventh-year students at Escola Municipalizada São Benedito. In this sense, we ask: How can ethnomathematical investigations provide opportunities for seventh-year students at Escola Municipalizada São Benedito to construct written and oral expressions in order to share their knowledge and practices? As theoretical support, it was based on three fields that, in our view, complement each other: ethnomathematics, decoloniality and liberating education. Ubiratan D’Ambrosio describes that, among the main assumptions of ethnomathematics, those aimed at recognizing the production of knowledge and actions by any subject/community stand out. Turning to decoloniality requires recognizing oneself and others as transformed and changing subjects. Freire's liberating education is structured in the interaction between academic knowledge and experiential knowledge made as a form of resistance and the ability to be in the world and participate critically in it and, mediated by the world, announce transformation. Methodologically, bibliographic research was carried out, followed by documentary analysis, as well as the development of five moments during mathematics classes, with seventh-year students at Escola Municipalizada São Benedito, located in the town of São Benedito, municipality of Itaberaí-GO. The moments were called ethnomathematical investigations - i) Who am I? Who we are?; ii) Dreams: what dreams are we talking about?; iii) How much time do I ‘have’?; iv) What nature is around me? and v) What math is there in this? - and went through the process of recognizing the self, the other, perspectives and nature as a structuring element of human life. In the end, data triangulation was carried out, through observations, of the material produced by the students and the theoretical aspects highlighted, allowing the following axes of analysis to be listed: recognize; resist and transcend. Continuing to develop ethnomathematical investigations allowed us to problematize the existence of other knowledge and actions, of dreams as resistance and the recognition of the incompleteness of being through a free, curious, questioning dialogue. The school needs to know how to listen, attentive and curious listening, devoid of judgment. The student, upon realizing this listening, declares herself, brings her knowledge and actions to light, transforms herself by empowering herself to recognize, question, dream and act.
Diálogos e Cartas Pedagógicas em Círculos de Cultura: ressignificando a formação continuada de professoras e professores em ensino de Astronomia
(Universidade Federal de Goiás, 2024-08-27) Borges, Elizandra Freitas Moraes; Sobreira, Paulo Henrique Azevedo; http://lattes.cnpq.br/7427949308963650; Ribeiro, José Pedro Machado; Ribeiro, José Pedro Machado; Genovese, Cinthia Leticia de Carvalho Roversi; Coimbra, Camila Lima; Langhi, Rodolfo; Bisch, Sérgio Mascarello
Continuing teacher training in Brazil is a complex and challenging field. With regard to the one that deals with astronomical knowledge, the scenario becomes even more challenging. Continuing training proposals, in general, are characterized by a prescriptive and dissertative character, silencing subjects within the scope of their own training. Therefore, the present investigation aimed to analyze which essential elements, emerging from the extension course “Astronomy at school in the context of culture circles, should be considered for the construction of permanent, participatory and contextualized training for teachers who teach Astronomy at school. To this end, the research is based on the discussion of the continued training of teachers who teach Astronomy in elementary school, based on the problematization substantiated in the Freirean Theory, which drives critical-problematizing thinking, providing knowledgeable subjects with dialogical training in Astronomy. Its premises are dialogue, knowledge from experience, participation, coding/decoding, action/reflection/action, transformation and autonomy. The research has a qualitative approach, of the collaborative research-training type in the Brazilian context. To this end, the meetings were held as Culture Circles – based on episodes of the story “Joãozinho da Maré” written by Rodolpho Caniato – with 31 teachers from a school affiliated with the city hall of Goiânia, in a videoconference environment, given the exceptional nature of the context of Covid-19. The transcriptions of the recorded dialogues and the Pedagogical Letters produced by the teachers during the culture circles were analyzed using Discursive Textual Analysis (ATD) and the source of metatext production that revealed what the teachers thought for participatory and contextualized training in teaching Astronomy. The research results indicate that participatory and contextualized training needs to be organized based on the needs of teachers in the teaching of Astronomy, the relationship between teachers and the teaching of Astronomy, the complexity of teaching Astronomy and the need from rebuilding the bond with Nature to understanding the topic, as well as sky observation practices and local and ancestral Astronomy.
O ensino de ciências e suas relações com a pós-verdade na política brasileira durante a pandemia da covid-19
(Universidade Federal de Goiás, 2024-07-08) Vieira, Frederico Lopes; Genovese, Luiz Gonzaga Roversi; http://lattes.cnpq.br/6558932652149049; Genovese, Luiz Gonzaga Roversi; Cunha, Jefferson Adriany Ribeiro da; Furtado, Wagner Wilson
One of the major challenges in teaching science in the past decade lies in the fact that objective truth, that factual truth, has transformed into a "narrative." In other words, this truth no longer belongs to a group of people specialized in the subject; it is now individual and strongly linked to the personal beliefs and ideologies of each individual, in a so-called "Post-Truth Era" (KEYES, 2004). This work sought to understand how post-truth discourses have affected and are connected to science education, and what role science education plays in a radical political context with extremist biases, especially during the Covid-19 pandemic. We categorized the phenomenon of post- truth into a larger set, with its subsets, such as: misinformation, denialism, infodemic, disinformation, and fake news. Over 4 chapters, we aimed to broaden and bring a new perspective to the concept of post-truth. With the help of the Iramuteq software, we were able to analyze more deeply the denialist speeches of state authorities who governed during the Covid-19 pandemic. Using excerpts from the final text of the Covid-19 Parliamentary Inquiry Committee (CPI), we generated graphs in the software that divided the speeches into classes and groups, helping us to better understand the dynamics of post-truth speeches and the reasons for so much misinformation. Alongside a bibliographic review of articles from renowned education research journals, we selected abstracts from 24 articles from 5 Education and Research Journals in Education. With this, we were able to compare post-truth discourses and the speeches of researchers in the field. In the end, a correlation was made between these two analyses and science education, and how it can be further explored to avoid further waves of science denial and skepticism. These analyses indicated that post- truth discourses are strongly linked to groups profiting from social media engagements, seeking power and political influence beyond money. We also observed that science education has never focused on political education; although it analyzes nature, this education does not link nature and politics, and we understand that the two are interconnected. It was from this lack of connection that discourses denying and discrediting science were able to spread. With a language well-suited to social media, with false and biased news that do not require reflective depth, let alone complex explanations, post-truth gained ground, precisely in a context of a global pandemic, causing deaths and suffering beyond imagination.
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 Candido
This 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).
Avaliações em larga escala implementadas pela SEDUC GO: ações pedagógicas e orientações técnicas que subsidiaram a produção dos instrumentos da avaliação de matemática
(Universidade Federal de Goiás, 2021-11-25) Machado, Inácio de Araújo; Furtado, Wagner Wilson; http://lattes.cnpq.br/7242809620740722; Furtado, Wagner Wilson; Villas Boas, Benigna Maria de Freitas; Chaves, Sandramara Matias
This work, entitled “Large-scale assessments implemented by Seduc GO: Pedagogical actions and technical guidelines that supported the production of Mathematics assessment instruments”, is linked to the research axis “Pedagogical practices for teaching and learning Science and Mathematics and the evaluation processes" referring to the research line "Teaching and Learning of Science and Mathematics" of the Graduate Program in Education in Science and Mathematics, at the Federal University of Goiás. It aims to analyze systemic evaluations (Diagnostic Evaluation and the Directed Sample Evaluation) of Mathematics applied by the state network of Goiás in the 5th year of Elementary School I, 9th year of Elementary School II and in the 3rd year of High School from 2011 to 2018, in order to understand and record the relevant milestones which comprised (i) the process of implementing these assessments, (ii) the criteria used to structure them and (iii) the technical elements related to the theoretical-methodological foundation adopted by the team of designers. For this, based on the assumptions of qualitative research and the theoretical framework of classroom assessment, school assessment and systems assessment, we investigated Diagnostic Assessment (2011-2014) and Directed Sample Assessment (2015 – 2018), the general guidelines that were sent to the applicator teacher, the instruments to help correct the tests and the circular letters sent by the State Department of Education of Goiás, among others. The paths taken during the work favored us to reflect and understand the objectives and origins of these evaluations. In addition, through this research, we were able to identify characteristics and technical elements related to the Mathematics items that made up these assessments and understand their correction dynamics, through the instruments that were sent by the department for this purpose.
Estudos sobre a participação guiada no ensino de química para alunos com deficiência visual
(Universidade Federal de Goiás, 2023-11-29) Silva, Renata de Moraes e; Benite, Claudio Roberto Machado; http://lattes.cnpq.br/9059906601238363; Benite, Claudio Roberto Machado; Mesquita, Nyuara Araújo da Silva; Silva, Juvan Pereira da
The text presented is the report of a master's degree research linked to the Science and Mathematics Teaching and Learning line (Axis - Science and Mathematics Teaching and Inclusive Education) of the Postgraduate Program in Science and Mathematics Education. The research aims to reflect on the contributions of experimentation through guided participation (PG) in the process of teaching and learning Chemistry for students with visual impairments (VI). Rogoff's (1998) guided participation was used as a theoretical framework, whose analysis considers how individuals, groups or communities transform as they together constitute and are constituted by a sociocultural activity. The entire analysis is based on Historical-Cultural Theory, focusing on mediation for the social construction of knowledge. As a methodological path, participatory research sought contributions in order to develop new strategies for teaching students with visual impairments. This study was carried out in partnership with the Pedagogical Support Center for Assistance to People with Visual Impairment (CAP/CEBRAV), in Goiânia. Eight pedagogical interventions (PI) were carried out that covered the contents of Chemical Kinetics. The planning of the experiments was designed to use the students' other senses: touch, smell, hearing and taste as a means of observing the experiment, so that they could participate in an autonomous and independent way. One of the IPs carried out was the “Production of scented cinnamon oil”, which allowed us to have a discussion covering social issues relating to the history of the spice and environmental discussions involving pharmaceutical and herbal formulations. The results reveal that in PG, learning occurred with familiarization with techniques and manipulation of equipment, through participation in practical activities and teacher mediation, dialoguing with the experimentation with an investigative bias by Carvalho (2021) which provided autonomy in carrying out the experiment. Therefore, the use of experimentation with an investigative bias mediated by the PG, favored the appropriation of knowledge and the development of skills to reduce the barriers that prevent these students from participating in experimental classes, resulting in their autonomy. In this way, the use of guided participation in DV classes guides a Chemistry teaching proposal that provides new possibilities for the more autonomous participation of these students, contributing to the teaching-learning process.
Discalculia: estado da arte em congressos de educação matemática
(Universidade Federal de Goiás, 2023-08-29) Ribeiro, Hellen Marques Pinto; Alvarenga, Karly Barbosa; http://lattes.cnpq.br/8950541327384418; Alvarenga, Karly Barbosa; Lara, Isabel Cristina Machado de; Nery, Érica Santana Silveira
This study has the main objective of mapping and analyzing articles related to Developmental Dyscalculia in national and international Mathematics Education events from 2006 to 2021. It is a qualitative study with numerical subsidies, bibliography of type of State of the Art. The mapping was carried out electronically in the databases of: Encontro Nacional de Educação Matemática, Seminário Internacional de Pesquisa em Educação Matemática, Associação Nacional de Pós-Graduação e Pesquisa em Educação, Encontro Nacional de Educação Matemática Inclusiva, Encontro Brasileiro de Estudantes de Pós-Graduação em Educação Matemática, Congresso Internacional de Educação Matemática and Reunión Latinoamericana de Matemática Educativa. The descriptors used were dyscalculia, disorder and learning difficulty in mathematics; as a result, a corpus with 22 articles was formed. A descriptive and interpretative analysis of the data was carried out, supported by Content Analysis, in order to learn about the mains concepts, ideas, gaps, trends and perspectives on the subject in question. Four emerging categories were established, which are: Research Methodology, Participants, Conceptualizations and Teaching. And from these, ten subcategories were elaborated namely: Theoretical Research, Practical Research, Teaching Perception, Tracking, Psychopedagogical Interventions, Conceptual Discussions, Inclusive Discourses, Cognitive Perceptions, Teaching Strategies and Diagnostic Strategies. For the theoretical basics Kosc’s work was used. The mapped publications are, for the most part, theoretical studies related to concepts and definitions inherent to the disorder itself, cognitive and inclusive perceptions, and the analysis of other scientific productions. Those of a practical nature refer to Field Research and Case Studies. The investigations showed that, after individual psychopedagogical interventions, students with this type of disorder showed advances in learning. The analysis showed that there is a need for more research, mainly empirical, as well as on brain functioning, diagnostic strategies and learning. Furthermore, the Developmental Dyscalculia can have consequences on the individual’s personal and professional life, and studies from this perspective are still incipient, requiring further in-depth and discernment. Thus, this State of the Art contributed to understanding aspects peculiar to this topic and made it possible to indicate directions and delimitations for future research.
O que fundamenta a proposta dos CEPIs em Goiás?
(Universidade Federal de Goiás, 2023-05-22) Gontijo, Matheus Costa; Echeverría, Agustina Rosa; http://lattes.cnpq.br/5515276044247189; Echeverria, Agustina Rosa; Maciel, David; Echalar, Adda Daniela Lima Figueiredo; Adda Daniela Lima Figueiredo Echalar
La educación en tiempo integral ha avanzado significativamente en el Estado de Goiás con la implementación de los Centros de Enseñanza en Período Integral (CEPIs). La implementación de ese modelo está de acuerdo con los objetivos establecidos en el Plan Nacional de Educación (PNE) (BRASIL, 2014) y a los del Plano Estadual de Educación (PEE) (GOIÁS, 2015) que determinan la expansión de la enseñanza integral cuyo objetivo es “Ofrecer educación en tiempo integral en, como mínimo, 50 % (cincuenta por ciento) de las escuelas públicas, de forma a atender, pelo menos, 25 % (veinticinco por ciento) de los (as) alumnos (as)de la educación básica.” (BRASIL, 2014). En ese marco, el gobierno de Ronaldo Caiado (2019 -) ha invertido cada vez más en la implementación de esa modalidad de enseñanza. En este trabajo tuvimos el objetivo de elucidar lo que fundamenta la propuesta de los CEPIs en el Estado de Goiás por medio del análisis documental de su Programa y de documentos que referencian ese modelo educacional, así como los principales documentos que establecen las directrices para la educación en países de capitalismo dependiente. También apuntamos en la discusión, como esa propuesta y su fundamentación establecen el lugar de la Enseñanza de Ciencias dentro de su programa. Ese análisis partió de la óptica del materialismo histórico con foco en la influencia de los aparatos privados de hegemonía de la clase dominante en la educación pública a través de lo público no-estatal y su relación con el Estado y la sociedad civil, con el recorte de las tres últimas décadas, período marcado por el proceso conocido como empresariamiento de la educación. Discutimos la influencia de los sectores de la sociedad civil en la educación, entendida como estrategia para atender las demandas del capital y su reproducción a partir de la coerción y del consenso. En nuestra análisis concluimos que la propuesta de los CEPIs está alineada con las principales orientaciones internacionales de los organismos multilaterales y que, con el apoyo de los aparatos privados de hegemonía y de los intelectuales de la burguesía o cooptados por ella, esa propuesta profundiza la captura de la subjetividad de los sujetos por la lógica del mercado en el marco del neoliberalismo, configurándose como una propuesta que 13 refuerza el mantenimiento y la reproducción del capitalismo y la subsunción de la educación a los idearios neoliberales de mercado.
Compreensão sócio-histórica da sexualidade: reflexões para a formação de professores de ciências e biologia
(Universidade Federal de Goiás, 2023-06-29) Paiva, Erick Henrique Siqueira; Coelho, Leandro Jorge; http://lattes.cnpq.br/7364855573323247; Mendes, Michel; http://lattes.cnpq.br/1709441149339438; Mendes, Michel; Pereira, Zilene Moreira; Coelho, Leandro Jorge; Silva, Ricardo Desidério da
This study aims to reflect on the socio-historical understanding of sexuality in the training of Science and Biology teachers, in order to contribute to overcoming reductionist perspectives. The research is organized in three parts. The first contains an analysis of the approach to sexuality in initial training courses for Science and Biology teachers at Brazilian federal universities. Subsequently, there is a systematization of the relations between the socio-historical contexts and the constitutive elements of sexuality. Finally, there are reflections on the socio-historical understanding of sexuality in the training of these teachers, as a way of overcoming reductionist perspectives. The theoretical-methodological framework is Historical-Dialectic Materialism and, as categories of analysis, the phenomenon required historicity, totality and contradictions, in addition to the interrelation of logical and historical dimensions. As for the procedures, the research included documental analysis and bibliographical study. The documental analysis was based on the Course Pedagogical Projects (PPC) of the Degrees in Biological Sciences (LCB) of Brazilian federal universities, which triggered the identification and grouping of the curricular components in five Thematic Axes, which emphasize different approaches, being Education , Human Rights, Fundamental Concepts, Biology and Health and Social History. In the bibliographical study, it was possible to systematize and synthesize the experiences of sexuality in the course of human history. As a result, the first specific objective allowed analyzing the approach to sexuality in the PPC of the LCB. This provided subsidies to problematize their approaches towards the formation of these graduates, especially in the presence of reductionist perspectives verified in the Thematic Axes. The second specific objective aimed to identify the relationships between the socio-historical contexts and the constituent elements of sexuality, in order to then reflect on the training of these teachers. Therefore, to understand sexuality today, it was necessary to look at how it was in the past. This process allowed for the systematization and synthesis of the construction and transformation movement of this knowledge throughout history. In short, this approach expresses its relevance and the need to be linked to the training of Science and Biology teachers, as it makes it possible to understand the development and identify the essence of the phenomenon. This represents a rich framework of knowledge to be shared with students, in addition to promoting the development of a critical and contextualized attitude, indispensable to the teaching praxis that aims at an inclusive and emancipatory education.
Os conteúdos da física na trajetória dos exames supletivos no estado de Goiás (1973 – 1988)
(Universidade Federal de Goiás, 2023-07-05) Moreira, Ana Santana; Queiroz, José Rildo de Oliveira; http://lattes.cnpq.br/0121415945268262; Paranhos, Rones de Deus; http://lattes.cnpq.br/9743767959125352; Paranhos, Rones de Deus; Guimarães, Simone Sendin Moreira; Machado, Maria Margarida; Ustra, Sandro Rogério Vargas
The text presented here constitutes the report of a master's research linked to the Teaching and Learning of Science and Mathematics line (Axis - Pedagogical practices for the teaching and learning of Science and Mathematics and the evaluation processes) of the Graduate Program in Education in Science and Mathematics. The research is also linked to the Living Memory Center - Documentation and Reference in Youth and Adult Education, Popular Education and Social Movements of the Midwest (CMV) and the Science Teaching Research Network in Youth and Adult Education. This is a documentary and historiographical research, in which the object is the Suppletive Exams (ES) of the state of Goiás. The justification for the temporal establishment is the beginning of the application of the exams in the federative unit in 1973 and the enactment of the Federal Constitution of 1988. The objective of the research is to understand the characteristics of the contents of Physics in the trajectory of Supplementary exams applied in Goiás (1973 - 1988). Specifically, the research aims to: a) Characterize the trajectory of Supplementary Exams in Goiás to understand the conception of adult education intertwined in this exam; b) Analyze the tests of the Supplementary Exams to investigate the content and form relationship present in the questions of Physics. The epistemological foundation of the investigation is dialectical logic, which seeks to understand what is beyond the apparent in the process of knowledge construction. The analyzes of historical sources indicate that the trajectory of ES in the state of Goiás can be characterized by a strong trace of discontinuity linked to various aspects of organization and administration. The investigation points out that there were external and internal aspects that influenced the contents and the way the questions were presented. The context of Physics Teaching in Brazil, the Technicist Tendency and the Educational Policies in effect at the time were external aspects considered in this study. The internal aspects were the form of organization of the contents, conceptual elements and nonspecificity in relation to the public. The analysis of the Physics tests shows that the contents followed the same sequence as the textbooks that were responsible for the didactic-pedagogical organization in schools. In relation to these contents, the ES tests mark the predominance of the Mechanics area. Regarding the form, the recurrence of pragmatic-functional and mathematical-operational issues was identified. This reflects the formative project of the period marked by technical rationality and reproduction of concepts unrelated to the candidate's real context.
O jogo mancala Ayò na escola pluricultural Odé Kayodê: diálogos entre a etnomatemática e a decolonialidade
(Universidade Federal de Goiás, 2021-12-15) Campelo, Adriana Ferreira Rebouças; Ribeiro, José Pedro Machado; http://lattes.cnpq.br/1433861823493391; Ribeiro, José Pedro Machado; Ferreira, Rogério; Nazareno, Elias
This entire thesis expressed the intention to understand and identify the Ethnomathematics knowledge present in the African game Mancala/Ayó in Escola Pluricultural Odé Kayodê that could be mixed with the intercultural and decolonial perspective and to analyze through the use of the referred game which mathematical learnings are presented by children from Escola Pluricultural Odé Kayodê. Based on it, we decided to apply the Mancala Ayò/Ori game as an educational method that values Ethnomathematic knowledge of African and Afro-Brazilian matrix reflected in the school context of the Escola Pluricultural Odé Kayodê Pluricultural of the Espaço Cultural Vila Esperança, expanding our view and creating no hegemonic forms. The choice to investigate the African Mancala/Ayò game came up with the following question: how are the Ethnomathematics knowledge present in the African Mancala/Ayó game constructed and understood? By means of the use of the game, which mathematical learnings can we notice in the children of Escola Pluricultural Odé Kayodê? How do they deal with a decolonial perspective? The groups of conversation with children were crucial to our understanding, where conversation stood out as a methodological path. In this specific point the children groups of conversation worked as a potentiator of intercultural dialogued based on Ethnomathematics and on the operationalization planning of the methodological matrix, based on decolonial praxis, driven by contemplation, conversation and reflection. The proposal of Ethnomathematics intends to understand the mathematical knowledge and practice of marginalized cultures, recognizing that all cultural groups perform and do mathematics, and that within universities there is one among many other mathematics. It is well known that recognizing the presence of mathematics in an African game is contributing to the construction of our identity, valuing those who were marginalized from the knowledge construction process. Articulating in a continuous remaking, echoing the decolonial and intercultural making, as processes that intelace, reverberating forces, initiatives and ethical perspective that instigate us to question, transform, rearticulate and build.
Contribuições semióticas acerca do uso de imagens no ensino de ciências para surdos
(Universidade Federal de Goiás, 2022-02-24) Rezende, Luiz Gustavo Gomes; Benite, Claudio Roberto Machado; http://lattes.cnpq.br/9059906601238363; Benite, Claudio Roberto Machado; Pereira, Lidiane de Lemos Soares; Paranhos, Rones de Deus
In general, few researches on the teaching of natural sciences are found related to the education of the Deaf. In teaching these sciences, symbols, signs, and icons are used to explain scientific situations based on concepts. With that comes the need for the development of pedagogical practices different from the common, focusing on meeting the particularities of learning of the Deaf student. This investigation was carried out in a specialized public institution in the city of Goiânia - GO, the Centro Especial Elysio Campos, affiliated to the state network and maintained by the Associação dos Surdos de Goiânia, with the target audience of 2nd grade high school students. The methodological course consisted of Le Boterf's 'Participant Research' (1980) whose main characteristic is the active participation of the population studied in the search for ways to minimize their problems. In this way, meetings were held with the institution's science teachers to identify the research problem: the difficulty of teaching science to Deaf students due to the specificities of sign languages within the scope of the areas of expertise. Consequently, the question arises: what would be the obstacles presented by the teaching of natural sciences for the learning of Deaf students in Basic Education? In this sense, this investigation aims to discuss the potential of imagery in the learning of Deaf people. Our data indicate that the use of imagery linked to teaching is essential, as well as the use of an evaluation method that provides feedback, generate a better learning of the school contents developed. In this scenario, it is necessary to search for improvements in science teaching for the Deaf with research, insertion of new pedagogical elements and teacher training.
Astronomia no documento curricular para Goiás-ampliado: desafios e possibilidades para os anos iniciais do ensino fundamental
(Universidade Federal de Goiás, 2023-05-19) Fernandes, Victória Hévelyn Pires; Sobreira, Paulo Henrique Azevedo; http://lattes.cnpq.br/7427949308963650; Rosa, Dalva Eterna Gonçalves; http://lattes.cnpq.br/2328482856293466; Rosa, Dalva Eterna Gonçalves; Echeverría, Agustina Rosa; Silva, Carlos Cardoso; Langhi, Rodolfo
This study aimed to examine the contents related to Astronomy present in the Curriculum Document for Goiás Expanded, using a qualitative approach through exploratory document analysis. Data were collected and organized through filing techniques, and qualitative and quantitative surveys, in addition to the creation of codes and spreadsheets, using Discursive Textual Analysis (ATD). During the first ATD movement, 12 initial categories were identified, based on the literature review. Three intermediate categories related to teacher education, didactic resources and techniques, and knowledge of Astronomy were developed from these categories. As a result, two final categories were identified: challenges and possibilities for astronomy education. During the second movement of the ATD, 30 initial categories were identified from the reading of 2,714 skills proposed in the Expanded DC-GO, of which 442 were related to Astronomy. These skills were organized into three intermediate categories: conceptual, procedural, and attitudinal, and two final categories: explicit and implicit contents of Astronomy. The results indicate that the contents of Astronomy are present in the reference curriculum documentation for the city of Goiânia. The analysis of the production in the area suggests that changes are necessary regarding the initial and continued formation of teachers who teach Astronomy.

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