Universidade Luterana do Brasil: Periódicos ULBRA
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Novos corpos, novas vidas: relações entre tecnociência e a produção de corpos e ontologias no adiamento da morte
No full textO presente artigo interpela e questiona dados recortados de uma pesquisa de dissertação de mestrado em Educação que teve como objetivo analisar como a temática do adiamento da morte via tecnologia se articula aos processos de formação acadêmica no âmbito do curso de medicina de uma Universidade do Nordeste. Tratou-se de um estudo qualitativo abordado sob o viés de uma pesquisa de campo. O campo empírico deste texto ficou reduzido a amostragem composta por seis pacientes e ex/pacientes que sobreviveram e sobrevivem graças a fusão de seus corpos com artefatos tecnológicos que os mantém vivos. Os dados destacam questões políticas e ontológicas ligadas ao adiamento da morte que acreditamos ser pertinentes para a formação do médico no contexto de sua graduação
Comparative Study of Elementary School Mathematics Textbooks between Singapore and Indonesia: The Case of Fractions
Get PDFBackground: Mathematics textbooks are one of the tools that link the expected goals of the mathematics curriculum and its practice in mathematics classes. Thus, reviewing mathematics textbooks between countries is one way to reflect and improve based on good practice. Objectives: To examine the structure and order of contents presented in Indonesian and Singaporean mathematics textbooks, as well as the differences between the two. Design: This research uses textbook comparison study and focuses on how mathematical tasks are presented. The two textbooks compared are Senang Belajar Matematika (Indonesia) and My Pals Are Here (Singapore). Data collection and analysis: We analyzed it by conducting coding based on the adaptation of Gracin’s framework which includes five dimensions of analysis: content, mathematical activity, level of complexity, answer form, and contextual features. The validated coding results are used to report research results. Results: Some aspects of competence for each textbook tend to have the same proportions. In the mathematical activity aspect, both provide operation and calculation activities that are more dominant than the others. However, Singaporean mathematics textbooks offer more opportunities for argumentation and reasoning, and interpretation activities, which interpretation activities are not available in Indonesian mathematics textbooks. We also found that both textbooks offer a variety of task activity types, with the Indonesian textbook offering more types. Conclusions: The two textbooks' structure and order of content are significantly different, with the distribution of the number of tasks for each dimension being more even in Singaporean textbook
De portador à pessoa com deficiência: mudanças linguísticas e inclusão social
Get PDFA construção de uma sociedade inclusiva passa pela linguagem, em que se expressa o respeito ou a discriminação com relação às pessoas com deficiência. As formas de nomeação, no que diz respeito a este segmento da população, foram sofrendo atualizações ao longo dos anos, passando de portadores de deficiência, portadores de necessidades especiais para pessoas com deficiência. Este artigo objetiva discutir as formas de nomeação atribuídas às pessoas com deficiência que podem contribuir com processos de in/exclusão. As transformações, embora tímidas, são notórias: de portadores a pessoas; de legislações redigidas com termos inadequados a propostas de alterações; de apresentações públicas e shows de humor com teor capacitista a discussões e diálogos interculturais sobre as diferenças
Mathematical Knowledge for Teaching in the Initial Education of Special Education Teachers
Get PDFBackground: The education of special education teachers is diverse in scope and content. One of the existing approaches corresponds to a five-year university degree. School mathematics is among the various subjects that make up the formative plans for careers. Objectives: The goal of this paper is to characterise the knowledge for mathematics teaching offered by the course syllabuses related to school mathematics in the initial education of prospective special education teachers. Design: This research is framed within a qualitative approach from a descriptive and interpretative perspective. Specifically, a non-interactive qualitative approach was used. Setting and Participants: Thirty-one subject syllabuses from 12 universities of the Council of Deans of Chilean Universities were analysed. Data collection and analysis: The syllabuses were analysed through a content analysis that combined concept-driven and data-driven development and was carried out sequentially. Results: The results show that the content knowledge focuses on numbers and operations from a procedural and definitional perspective. On the other hand, pedagogical content knowledge focuses on the design of interventions. Conclusions: We conclude that knowledge for teaching mathematics in special education needs to include mathematics educators in the discussion about what knowledge special educators should have
Ensino de Física e Matemática: contextualizando com o tema Educação Financeira
Get PDFEste trabalho busca associar o ensino de Física no Ensino Fundamental com a Educação Financeira (EF), incorporando a Matemática de forma interdisciplinar. A metodologia empregada para o desenvolvimento da pesquisa foi de natureza qualitativa, a qual envolveu o estudo bibliográfico, a investigação em livros didáticos, a construção de atividades didáticas com o uso do software Jclic e a análise dessas atividades. O jogo de completar o texto preenchendo lacunas foi escolhido como modelo para mostrar a transversalidade da EF junto aos temas de energia e fontes de energia abordados no 8º ano. Os resultados parciais incluem quatro atividades que introduzem conceitos de energia e apresentam exemplos e situações-problema envolvendo energia mecânica, Educação Financeira e o uso de procedimentos matemáticos. A proposta, além de contemplar o desenvolvimento de habilidades previstas na BNCC pode ser aplicada tanto em escolas com acesso a computadores quanto por meio de atividades em papel
APRENDER A RESISTIR: DA POÉTICA DOS DIAS A UMA AUTOETNOGRAFIA DAS PEDAGOGIAS DO PRESENTE
Get PDFEm um presente discursivamente neoliberal, seria possível estabelecer as “pedagogias” como baluarte de resistência? Neste artigo autoetnográfico, procuro intersectar dois dispostivos de subjetivação diferenciados que concorrem para a formação como docente de ensino superior: as escritas autorefenciadas e as fotografias, ambas emanadas dos arquivos pessoais e profissionais. Encontro como, apesar das boas intenções, a minha linguagem está eivada de modos de produtivismo e falas de salvação. A autoetnografia, como sistematicidade de repertórios emanados do eu e consequente compreensão crítica dos aspetos culturais que o formam, surge, assim, como possibilidade de devolver o sentido resistente às pedagogias
Professional Learning Opportunities for Teachers of the Early Years in Algebra Teaching: A Study on the Practice of a Teacher Educator
Get PDFBackground: Teacher education processes directly influence the quality of teaching and, indirectly, students’ learning, which leads teacher educators to assume a central role in the development and leading of these processes, justifying in-depth studies about their actions. Objective: To understand how the actions and practices developed by a teacher educator during the orchestration of whole-group discussions contribute to creating professional learning opportunities about mathematical knowledge and educational practice regarding working with algebraic thinking aimed at elementary school teachers. Design: This is a qualitative-interpretive study along the lines of intervention research. Settings and Participants: The study included the teacher educator and 14 teachers who taught in grades 3-5 in a teaching network in a municipality in the state of São Paulo, Brazil. Data collection: The data were collected through video recording during the whole-group discussions with two cameras, one directed at the teacher educator and the other at the teachers. Results: The results indicate that the teacher educator used a set of actions and practices to conduct the whole-group discussions. Conclusions: The teacher educator’s practices that led teachers to reflect on their practice are the ones that most provide professional learning opportunities, even though other practices are essential in creating an environment that promotes whole-group discussions
Strategies of Pre-Service Mathematics Teachers when Articulating Representations of a Function
Get PDFBackground: Several investigations have shown the difficulties that pre-service mathematics teachers present in articulating the elements of a function, in particular, its different representations. Objective: To analyse pre-service mathematics teachers’ articulation of semiotic representations and partial meanings of the notion of function. Design: This research uses qualitative design. Setting and participants: The respondents’ sample comprised 37 pre-service mathematics teachers from a Chilean university. Data collection and analysis: To collect the information, interviews were applied based on the answers given by the pre-service teachers when solving problem situations that involve functional relationships, of which they had to produce and connect their representations, both with conceptual elements and with the sociocultural context. The information was processed using the content analysis technique. Results: The results show a good state of development of the mathematical dimension of the participants’ didactic-mathematical knowledge. Regarding didactic knowledge, while some managed to articulate the partial meanings of function and the representations produced adequately, others show limitations, by not putting at the service of mathematical knowledge the knowledge with which they can potentially carry out teaching situations, establishing few connections between the elements of the representations produced, with corresponding conceptual and sociocultural elements. Conclusions: There is a need for implementing strategies that allow pre-service teachers to articulate partial meanings and representations of a function with conceptual and sociocultural elements that leads them to envision potential teaching activities of this concept