Universidade Luterana do Brasil: Periódicos ULBRA
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Inacabamento e autonomia: retomando os pressupostos freirianos frente aos desafios na escola
Get PDFO texto possui como objetivo refletir sobre as categorias inacabamento e autonomia com vista à transformação social. A partir de um estudo descritivo crítico, fundamentado em uma pesquisa qualitativa bibliográfica, intenciona-se elencar pressupostos em prol de uma educação mais humana e transformadora. No texto, disserta-se sobre a conquista da autonomia correlacionada ao inacabamento como expressão de vida, aborda-se a noção de pertencimento em relação ao conhecimento e ao currículo e enfatiza-se o compromisso do ser humano com o outro e com o mundo. Acredita-se que para mitigar a mazelas do modelo civilizatório o inacabamento e a autonomia qualificam os seres humanos que integrados à realidade pensam e humanizam o próprio meio
Meu/minha filho(a) para além do suicida: busca por sentido da vida
Get PDFEste estudo faz parte de uma investigação mais ampla sobre a experiência de pais que perderam filhos adultos por suicídio. Objetivou-se compreender a busca por sentido na vida após a morte do(a) filho(a). Realizou-se uma pesquisa qualitativa na qual foram entrevistados sete participantes (mães e pais). Os resultados foram analisados de acordo com o método de análise de conteúdo, vertente temático-categorial. Discutiram-se as categorias: (1) meu/minha filho(a) para além do suicida e (2) busca por sentido e transformações a partir da morte do(a) filho(a). Percebeu-se o desejo por falar livremente do(a) filho(a), continuar ou criar projetos relacionados à história de vida e/ou da morte, reconhecer e assumir as transformações decorrentes dessa perda e construir novos sentidos de vida sem a presença desse(a) filho(a). Conclui-se que a manutenção do vínculo com o(a) filho(a) foi fundamental no processo de luto.
Planning Teaching Sequences Based on Problem Solving from a Scientific Dissemination Tool
Get PDFBackground: The problem-solving approach has been highlighted in chemistry teaching. Objectives: To analyse the theoretical-methodological adjustments on the problem-solving approach carried out by chemistry teachers in their teaching plans. Design: Carrying out a problem-solving training activity. Setting and participants: This research involved twenty basic chemistry teachers, students of the professional master’s degree course in chemistry in the national education network offered by the Federal Rural University of Pernambuco. Data collection and analysis: We used the content analysis technique through a priori and a posteriori categories to analyse the teachers’ plans built from guiding studies published on the RPEQ website. Results: We noticed that the teachers used few elements as presented in the guiding studies, building different plans according to their classroom contexts and demonstrating autonomy and creativity. Conclusions: We observe the potentiality of the RPEQ website regarding its functionality as a digital didactic resource serving as a basis for teachers to plan teaching situations that are different from the traditional method
Applying Ethnomathematics in Learning Mathematics for Middle School Students
Get PDFBackground: Mathematics is a scientific field inherently intertwined with everyday life. Nevertheless, the conventional approach to teaching math has been largely theoretical and detached from real-world situations, leading to challenges for students in comprehending mathematical concepts. Objectives: This study aims to determine how ethnomathematics influences students’ understanding of learning mathematics for linear equations material. Design: The study used a problem-based learning model with contextual characteristics. The research method was descriptive and qualitative by analyzing students’ activities. Setting and Participants: A total of 27 junior high school students from Medan, Indonesia, were involved in this research. Data collection and analysis: The data for analysis was obtained from student worksheets and observations of student activities conducted by the teacher. Results: The results indicate that: 1) Students could assume variables correctly, 2) Students could make mathematical models or equations correctly based on students understanding, which they saw directly from the illustration, 3) At the time of solving the problem, students could determine the method used, and 4) All students carried out the procedure correctly, but two groups got the wrong results because they made the wrong mathematical model. Conclusions: This study suggests this learning brought students into the context of the real world related to everyday life so that students easily understand the problem given
Mathematics Preservice Teachers’ Perceptions Regarding ICT Use in Teaching and Learning Practices
Get PDFBackground: Since we have been living in the digital age, the ways of interacting with information, data and other human beings have changed. Being so, teachers need to understand their new role in pedagogical environments, changing their perspectives, and, most of all, transforming their knowledge to be able to teach with digital Information and Communication Technologies (ICT). Concerns about this new kind of teacher knowledge led to discussions that culminated, in the beginning of the 21st century, with the development of the Technological Pedagogical Content Knowledge (TPACK) framework. Objectives: Knowing the importance of preparing teachers to work with ICT to enrich their pedagogical practices, we propose this qualitative study that aims to analyse perceptions of a group of preservice teachers about the use of ICT in mathematics teaching and learning practices. Design: This study has a qualitative approach and it can be understood as a case study. Setting and Participants: The participants are 10 preservice teachers from a Portuguese University. Data collection and analysis: Data were collected using a survey and the responses were analysed through Discursive Textual Analysis. Results: We understand that most participants have a well-developed TPACK and they can see several educational benefits from using ICT to teach and learn mathematics. Conclusions: The results of this study highlight the valuable activity of this preservice teachers’ course, which is committed with the goal of helping them to develop their own TPACK
Percursos históricos da formação de professoras e professores da Educação Infantil em Sorocaba-SP
Get PDFResumo: Considerando o baixo número de trabalhos que focam a característica histórica da formação de professoras e professores no Brasil e especificamente na região de Sorocaba - SP, é que apresentamos aspectos de duas pesquisas. Fazemos um percurso pela história da educação infantil, do atendimento institucionalizado da infância em Sorocaba refletindo a formação docente e propomo-nos a olhar para as memórias de professoras da Educação Infantil, a fim de destacar seu protagonismo na história da educação e gerar reflexão sobre quais as implicações das pesquisas e o que elas apontam em termos de repensar as práticas e as políticas de formação docente.Palavras-chave: Formação docente; História da Educação; Educação Infantil; Sorocaba
Straight Lines and Angles that Move, Students’ Ideas that Touch and Add
Get PDFBackground: Visualisation is a crucial skill for several everyday life activities and conceptual construction and development. Objectives: As it represents a substantial part of Euclidean geometry, this article addresses: the study and analysis of the relationships between angles formed from two parallel lines intersected by a transversal and the role of visualisation in the construction and development of geometric concepts imbricated in the mathematical relationships underlying the theme. Design: The methodological approach adopted was Design Experiments. Settings and participants: A teaching situation is presented, in which students from the 8th grade of elementary school at a state public school in Rio de Janeiro, Brazil, performed manipulations on the smartphone screen while carrying out an activity. Data collection and analysis: To analyse this activity, we selected events from a video obtained from the smartphone used by the students. Results: Through interactions and handlings, students visualised, analysed, and built the concepts of corresponding angles and collateral angles by studying a geometric object on the smartphone screen through the GeoGebra application. Conclusions: The geometric work mediated by mobile devices with touch screens enables the curricular reorganisation of Geometry and the articulation and the breaking of the hierarchy of concepts
TPACK Model: Teachers’ Perceptions of Their Technological Competence When Conducting an Experimental Virtual Lesson in the Context of Covid-19
Get PDFBackground: One of the current concerns in the face of the changes and challenges imposed by the COVID-19 pandemic is the quality of the education received in non-traditional environments such as virtual or hybrid teaching. Elements associated with this problem include the knowledge and skills that mathematics teachers use to work in these environments and to integrate them into mathematics education. Objectives: This investigation aimed to characterise the levels of technological competence self-perceived by mathematics teaching staff when planning and executing a virtual class. Design: A qualitative framework was used in an exploitative-descriptive approach. Setting and participants: This study is part of a doctoral research in which we sought to identify the knowledge demonstrated by three mathematics teachers when incorporating technology into a virtual class with 24 students. The TPACK model (domains and subdomains linked to technology) was used to achieve this. Data collection and analysis: The data was collected through an open-ended interview linked to the video recording of the class, and the analysis used was content analysis. Results: The main conclusion was that the teachers perceived the levels of their technological competence to be very high when implementing an experimental virtual class. Conclusions: It is suggested that their continuous professional development and, especially, having worked together in a team for several years is a possible factor that makes them feel more able to integrate technology in mathematics education
Understanding Ratio Through the Pirie-Kieren Model
Get PDFContexto: En Matemática Educativa, un tema de competencia investigativa es la comprensión de conceptos en matemáticas, debido, en parte, a los procesos cognitivos que se pueden promover para alcanzarla. Objetivo: En este sentido, esta investigación tuvo como objetivo analizar el proceso de comprensión de estudiantes de sexto año de educación básica (11-12 años), al resolver tareas sobre el concepto de razón. Fundamentos teóricos: El estudio se fundamentó en el modelo teórico de Pirie y Kieren. Metodología: Se siguió un enfoque cualitativo, y el diseño de la investigación fue un estudio de caso. Los datos se recolectaron a través de un cuestionario (tarea) y una entrevista. Resultado y conclusión: Los resultados indicaron que los estudiantes no lograron formalizar su proceso de comprensión en relación con el concepto de razón. Debido a las dificultades que presentan en las estrategias matemáticas que utilizaron en el desarrollo del cuestionario.Background: Research in educational mathematics has shown that elementary school students poorly understand the concept of ratio due to the difficulties that emerge from its interpretation as a fraction. Objective: Therefore, based on the Pirie-Kieren theoretical model, we intend to analyse the comprehension process that appears when students solve tasks on ratio. Design: The approach is qualitative, and the research design was a case study. We used the field observation technique. Context and participants: The study was done in a primary school in the state of Guerrero, Mexico. The cases involved four students (11-12 years old) enrolled in the 6th grade. Data collection and analysis: The data was collected through a questionnaire (task) and an interview. For data analysis, the eight levels of understanding of the theoretical model were used. Results: The results indicate that the students do not manage to formalise their comprehension of the concept of ratio because of difficulties in applying mathematical strategies correctly when solving the proposed tasks. Conclusion: The results indicate that for students to reach higher levels of comprehension, it is necessary to carry out the dynamic process of repeating between levels as it makes one reflect on what is required to advance comprehension
Interação mãe-bebê: comparação entre situação lúdica e de cuidado DOI https://doi.org/10.29327/226091.55.2-3
No full textAs características do ambiente no qual o organismo é exposto podem exercer influências que favorecem ou prejudicam seu desenvolvimento. A família pode ser considerada como o primeiro grupo social com o qual a criança interage e exibe papel privilegiado neste processo. O presente estudo pretendeu descrever e comparar a interação entre as díades mãe-bebê em situação lúdica e na troca de fraldas. Participaram 20 mães de bebês de quatro a seis meses de idade. Para a codificação das interações utilizou-se o Sistema de Codificação da Interação Mãe-Criança Revisado (CITMI-R). Os resultados apontaram que nas duas situações o comportamento materno mais frequente foi o Sensível Neutro e dos bebês foram os de Aproximação Social Neutra e de Jogo. Na situação de cuidado as mães apresentaram, também, o comportamento Protetor Positivo. Conclui-se que houve baixa frequência de comportamentos interativos positivos, apontando para a importância de intervenções junto às mães de bebês