Universidade Luterana do Brasil: Periódicos ULBRA
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Mulheres mães trabalhadoras na pandemia de COVID-19: produção de sentidos em jornais e revistas online
Get PDFEste artigo problematiza alguns dos sentidos de maternidade, trabalho e pandemia de Covid-19 produzidos e veiculados em reportagens de jornais e revistas online em 2020. Argumentamos que as mulheres mães trabalhadoras acumulam funções e responsabilidades: trabalho doméstico, cuidado e educação das crianças, trabalho profissional e sustento familiar. Buscamos apoio teórico e metodológico nos Estudos de Gênero e nos Estudos Culturais, em articulação com a perspectiva pós-estruturalista. Assumimos gênero, cultura, linguagem e discurso como ferramentas conceituais, principalmente por possibilitarem compreender e problematizar as dinâmicas de produção de sentido sobre feminilidades e maternidades nos processos de comunicação midiática. As reportagens analisadas seguem duas direções principais, levadas em conta para a organização das análises. De um lado, visibilizam a sobrecarga de trabalho – como a originada por atividades domésticas tidas como próprias do feminino, das quais muitas mulheres necessitam dar conta –, sem colocar em xeque as desigualdades. De outro, expõem, reivindicam e/ou investem na ampliação das redes de apoio e em medidas sociais diversas, diante do aprofundamento das desigualdades sociais e de gênero vivenciadas por meio da maternidade. PALAVRAS-CHAVE: Mulher; Maternidade; Trabalho; Pandemia de Covid-19; Mídia
Professoras universitárias negras militantes do Grupo Tez: luta e resistência decolonial
Get PDFO artigo tem como objetivo mostrar a resistência e a luta de professoras negras no combate ao racismo na universidade, ainda majoritariamente branca, e pela ocupação e decolonização deste espaço de construção do conhecimento. O artigo pauta-se no campo dos estudos étnico-raciais, questionando tanto o racismo quanto o sexismo. Os dados foram obtidos pela realização de entrevistas semiestruturadas com professoras universitárias negras que atuam em universidades públicas. A análise mostrou que a presença das mulheres negras na docência universitária tem sido fundamental para combater o racismo e construir outros conhecimentos, fortalecendo a luta das mulheres negras pela educação antirracista
How do textbooks from Brazil, the United States, and Japan deal with fractions?
Get PDFBackground: Researchers recognise the importance of textbooks for teachers’ lesson planning and the importance of fraction knowledge for shaping students’ future mathematics performance. Objectives: The finding of discrepant achievement by Brazilian, American, and Japanese students in the last three editions of PISA led us to investigate how textbook authors from these countries approach fraction content in elementary education relating to magnitude, flexibility, reasonableness, as well as conceptual and procedural knowledge from both symbolic and nonsymbolic perspectives. Design: The quantitative performances in mathematics of Brazilian, American, and Japanese students in the last three PISA editions lack qualitative and exploratory research to understand some reasons presented by the numerical results. Data collection and analysis: To achieve the objectives, we selected three textbook series, one each from Brazil, the United States of America, and Japan, that schools in those countries widely use. Results: The main results revealed that all textbook series practised flexibility and reasonableness with different emphases, but not the sense of magnitude. Brazilian and U.S. textbooks were based primarily on part-whole interpretation and on a procedural approach. In contrast, Japanese textbooks emphasised the understanding of measurement as the iteration of unit fractions and more conceptual development. Conclusions: The fraction knowledge approach in the Japanese textbook series seems to be close to what the mathematics education researchers recommend, which can be an essential differential to explain the Japanese results in PISA
Some Examples of the Phenomenon of Metadidactic Slippage in School Practice
Get PDFBackground: In didactics of mathematics, the problem of metadidactic slippage (glissement metadidactique) evidenced by Guy Brousseau has been shown for decades. But the school didactic practice proposes behavioural models (mathematics teaching-learning) from which it is manifest that the subject is completely unknown. Objectives: This article intends to present and discuss the metadidactic slippage problem and give some negative examples of its influence, in particular, about the naive interpretation of the so-called Pólya heuristic regarding problem solving in mathematics. Design: Theoretical research in didactics of mathematics. Setting and participants: focuses on the school didactic practice of problem solving in mathematics. Data collection and analysis: Negative examples chosen from among those most diffused in the school world are analysed in the light of modern didactics of mathematics to identify metadidactic slippage in them. Results: Thanks to the slippage, the student learns a scheme, or an algorithm, not the desired mathematical topic T, which remains a mystery to the student (and sometimes also to the teacher). Conclusions: Before trying to “improve” the teaching-learning of mathematics with temporary and drastic measures, it is better, at least, to study it modestly
Analysis of the representations of the concept of number proposed by a group of pre-service Primary Education teachers in Costa Rica
Get PDFBackground: Educational reforms in mathematics imply a series of changes in teacher training. Some of these modifications accentuate the inclusion of new content, the development of mathematical abilities, skills, or competencies, and the implementation of different teaching and assessment strategies, and the use of technology. Primary and secondary education teachers must be able to respond adequately to these curricular standards. In Costa Rica, mathematics education has undergone changes to promote various cognitive processes in students, such as those of number representation. Objectives: The article highlights the diversity of representation systems assigned to the concept of number, proposed by a group of Costa Rican preservice Primary Education teachers, as a promoting agent for the development of processes of representation in students. Design: Theoretically, the research is structured around proposals for the analysis of the meanings of mathematical concepts as associated to teacher training. It is a descriptive study based on an intrinsic case study. Data collection and analysis: The information was collected through a questionnaire. Information analysis highlights the existence of different forms of representation and the justification arguments that the participants apply for their selection; content analysis was used as the analytical technique. Setting and participants: The study was carried out with 23 preservice Primary Education teachers. Results: The results reveal a trend in the use of representation systems of the same form to present the concept of number, particularly iconic and symbolic-numeric representations. Conclusions: A connection is observed between the proposed representations and situations and contexts that seem to be familiar to Primary Education students; this relation deserves further exploration
Transformation of the Specialized Knowledge of Future Primary Teachers on Fraction Division
Get PDFBackground: an important field of research in mathematics education is the initial training of teachers where deficiencies in the disciplinary and didactic knowledge required for their profession can be evidenced. Objective: To study the transformation of the specialized knowledge of future teachers about division of fractions. Design: qualitative descriptive paradigm where a case study is approached. Context and participants: a group of three students who design, reformulate and implement mathematical tasks during their initial training in a Lesson Study environment using the Didactic Analysis method, where they receive feedback from their peers and trainer. Data collection and analysis: data collection is obtained from the written productions of future teachers and the record of recordings of class discussions, which were analyzed using the content analysis method and the categories of the specialized knowledge model. from the math teacher. Results: future teachers show a change in their knowledge, starting their process with the design of a problem situation with a different meaning in the conceptual field of division of fractions, which becomes a problem situation with a multiplicative structure of the type "isomorphism of measure". Conclusions: deepening the processes of transformation of the specialized knowledge of future teachers from their first formative stage can give us insights on how to improve their training aiming at their professional teaching development
The Supervised Teaching Practice and the Preservice Teachers’ Intended and Performed Actions in a Chemistry Class
Get PDFBackground: Giving up prescriptive views on the teacher’s action in the classroom is necessary for a better understanding of the teaching work. We are also faced with the absence of works that address teaching action under an investigative bias in initial teacher education. Objectives: identify and categorise the actions intended and performed by preservice teachers in a chemistry class, looking for implications for teacher education. Design: the study fits into a qualitative-interpretative research perspective. Setting and Participants: The data analysed comes from the monitoring of chemistry teaching degree students in the Supervised Teaching Practice discipline and their teaching in a 9th-grade class in a public school. Data collection and analysis: data collection took place through different instruments: lesson plans and audio and video recordings of the classes, that enabled interpretations based on the assumptions of the textual discursive analysis. Results: for the actions intended, a small set of five actions was identified (question, write, explain, organise, identify). The actions carried out, on the other hand, include a larger set of 13 actions and, mainly, microactions, made possible by the actions intended. There is a convergence between the actions initially planned and development in the departments, and the emergence of specific actions in the context of the Supervised Practice. Conclusions: Such results indicate the importance of categorising the actions of the undergraduate students in a chemistry class, resulting in a set of actions not yet identified in other studies, and discussing the importance of the Teaching Practice in the constitution of elements of the teaching work
Mercado, protagonismo e cidadania: marcas sociais como exercício e prática de educação não-formal
Get PDFNeste artigo refletimos os processos de criação de Marcas Sociais como exercício de educação não-formal. A partir de dois estudos de caso, da Daspu e da Marca da Liberdade, apontamos a categoria da educação não-formal como ferramenta operacional de análise para aprendizagens e interações geradas no contexto das Marcas Sociais. Os casos em tela apontam para a produção de artefatos relacionados ao campo das opressões interseccionadas vivenciadas por estas mulheres e desenvolvem outras possibilidades de relação com o mercado e o mundo do trabalho. A reflexão deriva de pesquisa em andamento desde 2017 fundamentada na pesquisa-ação que se volta para os modos de vida subalternos urbanos de mulheres com vivência do cárcere
A leitura dramática e a formação de leitores: práticas e experiências na pesquisa e extensão
Get PDFEste artigo tem como objetivo refletir sobre a formação de leitores e a busca do prazer no ato da leitura, a partir de experiências de leituras compartilhadas e/ou dramáticas. O estudo dialoga principalmente com os referenciais teóricos de Vidor (2016), Bellenger (1979), Barthes (2006), Barreto (2015), Oliveira (2009), Larrosa (2002) e Rosa (2017). São apresentadas aqui algumas das ações de leitura implementadas pelos projetos de pesquisa, Leituras do drama contemporâneo, e de extensão Leituras compartilhadas: práticas de leitura e escuta de dramaturgias, do curso de Teatro-Licenciatura da Universidade Federal de Pelotas/RS