Universidade Luterana do Brasil: Periódicos ULBRA
Not a member yet
2922 research outputs found
Sort by
The Teaching of Natural Sciences in the Early Years of Elementary School to Educate a Scientifically Literate Individual
Get PDFBackground: One of the challenges in pedagogical practice in science in the initial years of elementary school (EF) is focused on developing objects of knowledge with an emphasis on scientific literacy. Objective: To investigate how the pedagogical practices of teachers of the 1st and 2nd grades of the elementary school contribute to promoting access and the development of scientific knowledge to educate a scientifically literate individual. Design: Ethnographic case study, through triangulation of data in a qualitative research perspective. Setting and Participants: Seven basic education women teachers who work in three different schools in the municipality of Vera Cruz/RS participated. Data collection: Observation and description in a logbook, questionnaires and interviews with teachers, as well as one student’s notebook and the official school document (Pedagogical Political Project). Results: The promotion of subsidies for access and mediation of scientific knowledge in teaching actions, although a significant portion of teachers has little corroborated the education of a scientifically literate individual. Conclusions: There must be actions aimed at continuing teacher education to favour significant school environment changes
Disputes in a Pre-Service Mathematics Teachers’ Programme: An (Im)Possible Narrative
Get PDFBackground: The curricula of the undergraduate programmes for pre-service mathematics teachers’ education have been debated (and disputed) in Brazilian academic communities over the past decades. Objectives: To investigate actions and disputes among mathematicians and mathematics educators which took place during the curricular changes and creation of the night undergraduate programme for pre-service mathematics teachers’ education at UFRJ. Design: Fictional dialogues were built to present and analyse data from individual interviews. Setting and Participants: Interviews were conducted with seven lecturers, five retired and two in office, who have played central roles in the institution or in designing curricula for the programme. Data collection and analysis: Data analysis and production were conducted through the re-storying methodology. Results: The dialogues indicate that the modification in the priorities of the group of Mathematics Education teachers at the IM-UFRJ moved the faculty away from the discussions that culminated in the curricular changes of 2001 and 2008, either from the understanding of what the laws and resolutions said, or in internal spaces for debate, such as the Fundão Project. Conclusions: Our analysis indicates that disputes take place in a landscape that transcends teachers’ education and reaches more complex political and epistemic terrains, partially related to tensions between mathematics and mathematics education, but that cannot be reduced to this binarism
From Work Tools to Didactic Resources for Mathematics Classes: Experiences in and for Technical Courses
Get PDFBackground: High school technical vocational education (Educação Profissional Técnica de Nível Médio - EPTNM) is an educational modality provided by the LDB and responsible for the qualification of part of the workers at the national level. Objective: to articulate theoretical assumptions of mathematics education in pedagogical action with students of EPTNM, and discuss the role that work tools can play in mathematics education of students of technical courses integrated to high school. Design: qualitative research, approaching a bibliographic research. Settings and participants: 96 texts published in the national meetings of mathematics education proceedings from 2010 through 2019. Data collection and analysis: to collect the data, we downloaded the proceedings, identified the files containing specific descriptors, performed a reading located where those terms were used and then selected the articles that presented proposals or experiences related to the EPTNM. For data analysis, we started from gross units of information (excerpts from the articles) for the categories of information (defined by the concept of transparency, following the theoretical framework). Results: Based on the notion of transparency of didactic resources, we found that the visibility of the instruments gives tasks an interdisciplinary character, since students become familiar with working tools. On the other hand, the invisibility of resources is favourable to pedagogical action, mainly by promoting intellectual work from manual work. Conclusions: regardless of the level of transparency of the working instrument, its use as a didactic resource is recommended for mathematics education at EPTNM
Suplement 1
No full textXXV SEMANA ACADÊMICA ODONTOLOGIA CANOAS / RS 2019COORDENADOR DO CURSOProf. Dr. Adair Luiz Stefanello BusatoCOMISSÃO ORGANIZADORA AcadêmicosAlana Francine FonsecaAline Furlan FogaçaArissa YamadaCarolina Harras Goulart Caroline Fischborn Tramontin Caroline WeirichDanieli Rodrigues HornDenner PortoFilipe Reis GarciaFrancine Letícia KrugerGabriel Francisco Krueger Gabriela Moraes Machado Gustavo Krummenauer Bruksch Isadora de Quadros Dalpias Jéssica Florêncio de Souza Juliana Tomaz Sganzerla Karolina Cereja PadilhaKelly Gomes Bennelli.Kerolein Erthal de Moraes Luzia Parussolo Maroso Mabiéle Rabelo CoelhoPâmela AlmeidaPaula Moraes Amaral Raíssa Velho de Aguiar Rita FialhoThiago dos Santos Träsel Tiago Schaffer Ramos Vitor Bitencourt FroesProfessoresIngrid SanadaJulia Itzel Acosta Moreno Vinholes Márcia KijnerMilene CastilhosPriscila Humbert Rodrigues Sabrina MoureFuncionárioEliezer Amandio Cleonice Rosa Alves Lu
Construção e re-construção da identidade nas histórias de vida de adotados - DOI 10.29327/226091.54.1-1
No full textO objetivo deste estudo é identificar como a adoção aparece nas histórias de vida de indivíduos adotados e como eles normalizam suas experiências relacionadas à adoção. Focaliza-se a re-historiação do “eu” na narrativa e considera-se que o seu final é determinado por quem constrói a narrativa, não por eventos relatados cronologicamente. Os dados provêm das narrativas de dois indivíduos adotados, transcritas segundo convenções utilizadas na Análise da Conversa Etnometodológica, nas quais se destaca a presença dos eventos relacionados à adoção na re-historiação dos pesquisados e na constituição de seus “eus” parciais, considerando também as características rítmicas e outras propriedades da fala em interação. Foi possível constatar que o final da história influencia na maneira como a narrativa é construída e como as experiências de adoção aparecem nas narrativas, com maior ou menor grau de normalização a elas atribuído
O crime de feminicídio sob o olhar da psicologia forense - DOI 10.29327/226091.54.1-8
No full textO crime de feminicídio é caracterizado pelo assassinato de mulheres em razão do gênero. Este estudo visa compreender o papel do psicólogo forense nos casos de feminicídio, os desafios encontrados para desempenhar um trabalho de qualidade, bem como identificar o perfil mais comum do agressor. Trata-se de uma pesquisa qualitativa de cunho exploratório, tendo como instrumento a entrevista semiestruturada. A amostra foi constituída por quatro psicólogos que atuam na área forense e classificadas por categorias. Dentre os principais resultados, destaca-se a grande demanda de trabalho, que afeta a qualidade das atividades técnicas. Sobre o perfil do agressor, são indivíduos com traços de sociopatia, assim como sujeitos com intenso sentimento de posse e ciúme patológico, características que desencadeiam o comportamento violento. Foi enfatizado também a importância de se ter profissionais mais bem capacitados para atuar nos crimes de feminicídio
Teachers’ Perceptions of the Construction of Mathematical Concepts in Everyday Contexts
Get PDFBackground: As it is important to link the disciplines to real contexts, it is necessary to propose teaching-learning strategies based on diverse situations, inside or outside the mathematical field. This study considers strategies and conceptions of teaching in contextual mathematics used by basic education teachers in the Maule Region, Chile. Objectives: Establish beliefs of basic education teachers in this region about the use of contexts in the mathematics teaching and learning processes. Design: Mixed in nature, considering the collection of quantitative and qualitative data simultaneously. The descriptive research design uses closed and open questions to collect data. The closed questions, presented on a Likert scale from 1 to 5, exploring five dimensions related to the mathematical topic in context were: 1) processes, 2) skills and 3) mathematical contextualisation, 4) national curriculum and 5) favourable/unfavourable conditions to work in context. Settings and Participants: 99 primary education teachers from the Maule region, who guide pedagogical practices in mathematics of primary teachers in training. Data collection and analysis: The qualitative data were grouped into deductive categories considering the literature and the participants' answers. Results: The teachers' valuation of the quantitative dimensions and aspects used to build mathematical knowledge is highlighted, but they also value the exercise-type activities, which they relate mainly to mathematical concepts of numbers and operations. Conclusions: Mathematical practice in contexts is well valued by teachers, but not yet assumed as an adequate strategy to evaluate learning achievements
The Ludic and Human Rights: The Anti-Racist Fight in Science Education for a Political-Scientific Formation through Graffiti Art
Get PDFContext: With the growing denunciations of violence and injustices in the social relationship, inside and outside schools, education based on human rights is insurgent in the current system of teaching and learning. Using the concept of school as a process of scientific, social and political construction, we planned the teaching and learning process of chemical interactions using the art of graffiti as a playful activity. Objectives: Reflection on chemistry teaching beyond the concepts of natural sciences, but also towards social issues to promote an education that transfigures the traditional model established by the hegemonic power during Brazilian history. Design: We use an ethnographic case study as a method. Scenario and Participants: In this way, we chose to bring graffiti art to chemistry workshops, since the paints are fixed on urban walls through chemical interactions between substances, building images and/or protest phrases that make us rethink the injustices and inequalities existing in Brazilian society and to dialogue the emergence of this art in the black movement with the political aspects of Human Rights. Thirteen students enrolled in a state basic education high school in the city of Goiânia-GO, Brazil, joined the workshops on Human Rights, Graffiti and Chemistry. Eight graffiti artists also participated in the workshop for free. Data collection and analysis: We used transcripts of semi-structured interviews and video-recorded workshops to categorise the data, analysing them with the Descending Hierarchical Classification technique and the use of dendrograms performed by the Iramuteq Software. Results: We obtained categories that evidence the chemical understanding of the content of chemical interactions and the socio-political understanding of human rights, and seven drawings on graffiti murals that show this correlation. Conclusions: The transgression of morals and the empowerment of the subordinate promote playfulness in the individual or collective social visibility of individuals, enabling better assimilation of scientific and social content
Didactic Explanation and School Mathematical Discourse: The Case of Variation
Get PDFContext:An important area of research in educational mathematics is social communicative practices in classroom organization.Objective:To locate and analyse the forms of introduction and development of variation in teaching situations. Design: Using a qualitative-interpretive approach, specifically an ethnographic study, for the analysis of socially shared practices among teachers, when they use explanation in the classroom and its correlation in the extended classroom. Environment and participants:The research participants were three professors (one physicist and two mathematicians) who taught the subject Mathematics I. On average, their groups consisted of 37 students. Data collection and analysis:Information was collected through audio-recorded and transcribed classroom observations. A detailed sequential study was carried out on teaching situations to describe the work done in each intervention that precedes or proceeds to yet another situation and thus construct the categories of analysis. Results:Due to the interactive nature, the construction of explanations is seen as an object of analysis and this implies that the minimum units are sequences of interactions, since the construction of discursive resources and meanings for variation was addressed. Conclusions:During the classes we recorded different types of explanation, models in which the notion of variation is modelled, the teaching representations when explaining the contents through numerical, algebraic, and natural language representation