Universidade Luterana do Brasil: Periódicos ULBRA
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Contextualisation of Geometry Tasks in High School Mathematics Textbooks
Get PDFBackground: Geometry is often seen as an area of mathematics that is present in everyone’s daily life. Looking around, we see it in the shapes of objects, in nature, etc. Therefore, it would be natural to expect that its approach in textbooks, for example, would bring different contexts in which it would be present. Objective: To discuss how contexts are introduced in geometry tasks in a collection of mathematics textbooks. Design: We use a qualitative approach of the documentary type as a methodology. Environment and participants: A collection of high school mathematics textbooks approved by the National Textbook and Didactic Material Program – 2018 was selected. Data collection and analysis: Data were produced, organised, and analysed using horizontal and vertical analysis methods in each collection volume, according to the different references of contexts. Results: They concern the different references of contexts involved in the tasks. From the 1,335 tasks analysed, 1,108 were contextualised in purely mathematical situations, while the rest, 227, were in contexts of reality. In this, there are 215 referring to reasonable semi-realities, and, on the other hand, the real context contemplates only three. Finally, nine concern tasks in unreasonable semi-real contexts. Conclusions: The restriction of the different context references that students can experience from this collection is discussed. The contexts presented do not include a broad spectrum based on a diversity of experiences among the different references of contexts
AGÊNCIAS, MODELOS DE NEGÓCIOS E IMAGINÁRIOS DE CONSUMO: NOTAS SOBRE A PUBLICIDADE COMO PEDAGOGIA DO PRESENTE
Get PDF.Este artigo realiza um estudo dos primeiros movimentos institucionais da publicidade no Brasil, com o intuito de mostrar como a consolidação do campo foi decisiva para instituir uma pedagogia do consumo na vida coletiva do país. A formação das primeiras agências, no início do século XX, foi determinante tanto para traçar as condições de existência do setor como também para o reconhecimento do anúncio como uma necessidade social. A investigação do processo de profissionalização das agências como produtoras de um novo saber simbólico que passa a organizar práticas culturais se articula à proposta enunciada pela Teoria da Ação Coletiva, conceituada por Howard Becker, bem como adere à concepção teórica de campos profissionais, elaborada por Pierre Bourdieu
Articulating the Blomhøj Modelling Cycle and the Mathematical Working Spaces. Analysis of a Task in Higher Education
Get PDFContexto: Caracterizamos la resolución de tareas de modelización matemática de problemas de investigación genuinos en educación universitaria. Objetivo: Para abordar una caracterización teórica y empírica, proponemos el primer estudio de complementariedad entre los marcos teóricos ciclo de modelización de Blomhøj y Espacios de Trabajo Matemático (ETM). Diseño: Presentamos una investigación cualitativa basada en un estudio de caso para caracterizar la resolución de una tarea de modelización de un problema de investigación genuino a través de la conexión entre el ciclo de Blomhøj y el ETM. Entorno y participantes: La experimentación solicitó la producción escrita e individual de estudiantes de cálculo de segundo año de una carrera de ingeniería civil en una universidad pública de Chile. Recogida y análisis de datos: Se seleccionó un sujeto para realizar los estudios, llamado Juan, cuya producción escrita es representativa del resto de los estudiantes. Además, para ordenar y dar sentido a los datos, consideramos tres etapas de análisis de la producción escrita de Juan: descripción, análisis e interpretación. Resultados: Los resultados sugieren que el ciclo de Blomhøj presentaría conexiones con el ETM a partir de la formulación del problema real, lo cual es una novedad en este campo de investigación. La formulación conduce a escoger el área de las matemáticas donde se enmarcará el problema, visualizando los inicios de un eventual trabajo matemático, lo que no remite a un campo puramente teórico, sino que afecta a la realidad, lo cual podría considerarse como una primera conexión con el ETM a través del referencial. Conclusiones: Se expone y se abre la discusión para continuar con el desarrollo de la complementación ETM-modelización con énfasis en problemas de investigación genuinos en educación superior. Background: The Mathematical Working Spaces (MWS) theoretical framework has developed a growing interest in how mathematical modelling is recognised, analysed, and articulated from its theoretical and empirical scopes. Given the articulations identified in the literature, it is interesting to determine whether new networks with the MWS provide powerful strategies for analysing mathematical modelling task resolution. Objective: to characterise the modelling activity from the network composed by the Blomhøj modelling cycle and the MWS in engineering students. Design: This work is a case study with a qualitative approach, which analyses the resolution of a modelling task through the proposed network. Setting and participants: The experimentation was carried out in an integral calculus course for a computer civil engineering career at a Chilean university. Modelling practices are not usual in this second-year subject, although enhancing their use in professional education is necessary. Data collection and analysis: We collected the written records of the students, selecting one to perform the in-depth analysis due to its high representativeness and clarity, as evidenced in the documents. Three steps were followed to characterise the modelling activity in the written record: description, analysis, and interpretation. Results: The Blomhøj modelling cycle might present connections with the MWS at the formulation of the problem and not only at the systematisation, which is a novelty in this field of research. Conclusions: A novel approach with which to develop the network between the MWS and modelling emerges, emphasising the investigation of mathematical problems using the student’s reality in higher education
Adoecimento docente no Ensino Superior: um modo de endividamento
Get PDFEm se tratando do adoecimento docente, especificamente no Ensino Superior, muitos estudos vêm se debruçando sobre o tema em diferentes perspectivas. Este artigo se trata de um ensaio teórico que busca problematizar as relações entre um presente neoliberal e o atravessamento no Ensino Superior quanto aos modos de trabalho dos professores e professoras. Nesse sentido, o presente estudo parte de uma perspectiva pós-estruturalista de pesquisa para problematizar aspectos do adoecimento docente vinculados a um contemporâneo que prima pela aceleração, produtividade, fragmentação do trabalho e pela autoresponsabilização quanto às questões de saúde e doença. Para tanto, utilizaremos os conceitos e estudos de diferentes autores, em especial Sennett, Abílio, Han e Lazzarato para pensar especificamente o conceito de endividamento docente, resultante deste estudo, questão essa agravada pela Pandemia da Covid 19
Aspects Considered by a Prospective Teacher When Reflecting on a Virtual Classroom
Get PDFBackground: Reflection is one of the fundamental skills in initial teacher training, and curricula need to consider activities in a variety of educational contexts and situations that allow or encourage its development. Objectives: This investigation is intended to characterise the pedagogical, mathematical, and technological criteria that a prospective mathematics teacher establishes and uses when reflecting on events occurring in a virtual classroom. Design: The investigation was guided by a qualitative methodology of an exploratory-descriptive nature. Setting and Participants: the participant was a fifth-year licentiate student, and the data were collected during the second semester of 2022. Data collection and analysis: The content analysis method was used, and information was collected through questionnaires. Results: The results show that this student was able to adapt predefined schemes or proposals from the Technological, Pedagogical Content Knowledge (TPACK) model to create indicators that allowed her to carry out a descriptive but not particularly analytical reflection, however, although such adaptation was in agreement with expectations, there was little creation of new aspects. Conclusions: It is concluded that to provide an opportunity for prospective teachers to reflect on a lesson, previous aspects or other models or theories can be studied since starting directly from the TPACK domains and sub-domains may not be a practical methodological tool for student reflection, given that this framework does not have analysis criteria for improvement
Knowledge and Actions by Professionals of the Specialised Educational Assistance to Deaf Students in Santarém (PA)
Get PDFBackground: Deafness, seen from a cultural perspective, is a constitutive condition of the identities and cultures shared by deaf people. In the context of inclusion policies, the school space brings together intercultural experiences and connections between deaf and hearing cultures. Professionals from Specialised Educational Assistance (SEA) are responsible for seeking ways of accessibility and guaranteeing the rights of deaf students in regular schools. Objective: to analyse how Specialized Educational Service professionals from public schools in the municipal schools of Santarém/PA describe practices developed with deaf students to understand what knowledge and actions guide the work of these professionals and what challenges for the pedagogical work are highlighted. Design: The research follows the guidelines of the qualitative approach and uses the narrative interview as its main method. Setting and participants: The interviews were conducted with nine teachers working in the SEA in different municipal schools in Santarém/PA. Data collection and analysis: The interviews were conducted through online resources, and the data obtained orally were transcribed and tabulated from enunciative recurrences. Results: In the analytical process, two main unifying axes were produced: the first focused on the knowledge and actions of AEE professionals and the second focused on the challenges for inclusive education. We observed that the processes of inclusion of deaf students in regular schools are challenging and that the narrated experiences characterise and give meaning to the work performed by the SEA teacher and others involved in the care of deaf students. Conclusions: The relevance of the work developed in the SEA and the need to expand a collaborative network aimed at school inclusion, involving teachers, professionals, managers, instances and student follow-up services to ensure the educational rights of deaf people, are highlighted
Masculinidades, cinema e subjetividades em Toy Story III
Get PDFPodemos situar nosso interesse neste artigo na relação entre as masculinidades, o cinema e as subjetividades. Neste sentido, nosso propósito é pensar e problematizar as masculinidades como construções atravessadas por relações de saber-poder, inspirados no arcabouço teórico de Michel Foucault. Para isso, vamos tomar o desenho de animação Toy Story III e, mais especificamente, três personagens masculinos da trama – o cowboy Wood, o ursinho Lotso e o boneco Ken – como foco de análise
Constructing Scientific Knowledge through the Teacher´s Questions in a Guided-Inquiry Primary Lesson of the Water Cycle
Get PDFBackground: This paper deals about how scientific content emerged through the guide of teacher questions in an inquiry-based activity. The lesson takes place with an experimental device which aims to enable students to explain the phase transitions in the water cycle. Objectives: What scientific concepts are constructed by students and teacher? What kind of questions uses the pre-service teacher in order to guide the thought of students? Design: The methodology used is based on video-analysis. The analysis is carried out at two scales, one mesoscopic (minutes) based on a thematic approach (games), the other microscopic (seconds) based on the cognitive demand of each question from the teacher as well as the decomposition of the knowledge involved in each oral intervention (facets). Setting and Participants: The study is carried out with a pre-service teacher in a science lesson of 6th grade formed by 17 students in a public school. Data collection and analysis: Our source of data is a 1-hour video recording made during a science lesson. The data is analyzed with Transana software. Results: Findings show how the pre-service teacher uses questions in all games as a key lever to engage students in the construction of meanings. Difficulties are perceived when students try to explain the scientific concepts (evaporation and condensation) in a context of the water cycle. Conclusions: The video allowed us to observe the difficulty involved in making knowledge move forward as the session progresses if the student diversity is to be dealt with