Universidade Luterana do Brasil: Periódicos ULBRA
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Entre o aqui e o além: o túmulo como lugar de memória na Electra de Eurípides
Get PDFEste artigo tem por objetivo analisar o túmulo de Agamêmnon na tragédia Electra de Eurípides, representada em Atenas por volta de 415 a.C. Nosso intuito é discutir como o espaço tumular é transformado em objeto de disputa e opera como lugar de memória do morto na comunidade. Por um lado, os filhos de Agamêmnon, Orestes e Electra, lutam ardorosamente pela preservação da memória do pai e pela conservação de sua honra; por outro, Egisto, o assassino de Agamêmnon e usurpador do seu trono, concentra suas forças em apagar da memória do povo o grande rei Atrida. Um dos estratagemas utilizados por Egisto, de forma astuciosa, é enterrar Agamêmnon nos confins da pólis, negando ao morto a continuação do convívio com a comunidade. Tomamos de empréstimo o conceito lugar de memória de Pierre Nora (1993), colocando-o em sintonia com o sentido que os gregos antigos emprestavam à memória
Specialised Knowledge Network Activated in Teacher Education to Answer to a Mathematical Why on Fraction Division
Get PDFBackground: One way to deal with the complexity inherent in teaching is to advance in understanding the relationships between the different types of knowledge used in teaching practice. Objective: To characterise specialised teaching knowledge and its connections established in a formative context of elaborating an answer to students on why to invert-and-multiply to divide fractions. Design: Qualitative analytical-descriptive study, associating the mathematics teachers’ specialised knowledge (MTSK) and a teacher education course anchored in a teaching practice situation. Setting and participants: A teacher education workshop for in-service and preservice mathematics teachers, from which we carried out an in-depth analysis of the data collected from two participants (a preservice teacher and a teacher). Data collection and analysis: We obtained data during the workshop and an interview with the subjects and used content analysis, the MTSK analysis instrument, the MTSK cluster and the MTSK network diagram enabled to describe the connections between types of knowledge. Results: The activated network contains knowledge from all MTSK subdomains, exercising different levels of importance and roles (from the action itself to its support). The route of construction of the answer started from a mathematical layer towards didactic elements, reflecting the level of development (including gaps) of the subjects on justifications of algorithms and didactic aspects. Conclusion: A seemingly simple teaching action (answering a student question) mobilised all the MTSK subdomains and activated an intricate procurement network, requiring specialised, reasoned, and intentional teaching preparation
The Statistical Reasoning Level of Chilean Students of Pedagogy in Mathematics on Statistical Hypotheses Tests
Get PDFBackground: There is a relationship between a country’s progress and the statistical formation of its citizens, where the statistical reasoning of mathematics teachers is crucial to increase this relationship. Objective: To determine the level of statistical reasoning on hypothesis tests of future Chilean mathematics teachers. Design: The methodology used is a quantitative transectional approach. The SOLO (Structure of the Observed Learning Outcome) taxonomy was used to characterise the pre-service teachers’ level of knowledge of the main concepts of hypothesis testing. Settings and participants: Chilean students from V to VIII level of Pedagogy in Mathematics who passed the statistics subjects of the formative itinerary, subjects that include the topic of hypothesis testing. Data collection and analysis: Through a consecutive non-probabilistic sampling and an instrument previously validated by expert judges, a sample made up of 29 of 43 pre-service teachers was analysed, obtaining a representation of 67% of the target population. Result: There was enough evidence to affirm that the per-service teachers’ statistical reasoning is in prestructural and unistructural levels of the SOLO taxonomy regarding their knowledge of the statistical hypothesis tests. Conclusion: It is necessary to correct this situation by means of remedial tools before those students graduate and begin teaching
Operational Invariants and Instrumentalization of Artefact Study and Research Path for High School: A Case Study
Get PDFBackground: one of the challenges of a teacher’s activity is to use, assimilate and adapt the available resources with which the functional teaching of a mathematical knowledge will be created. Objective: we are interested in the instrumentalization process from which a mathematics teacher uses and assimilates a new artefact: a study and research path (SRP) on the operation of parabolic antennas. Design: This is a case study. Setting and participants: an experienced teacher and a group of students of a French high school (aged 15-16). Data collection and analysis: SRP formulations, registers and transcripts of two interviews carried out with the teacher before and after the implementation of the SRP, and video recordings of the development of eight class sessions. Results: based on the instrumental approach and Vernaug’s definition of operational invariant (OI), we identify and classify into four types the OIs that guide the teachers’ mathematical and didactic activity, whose goal is to get the SRP device to work in a mathematics course: linked to the study aids, the mathematical knowledge (explained in the official programme), the time (controlled by the teacher), and the teacher. Conclusions: The OIs are not the absolute ‘the situation’, ‘the institution’, the accreditation’, ‘the qualification’, etc. They are combined so that the teacher uses the OIs associated with a classical way of teaching. The instrumentalization process produces an instrument that moves away from the initial SRP artefact
Categories to Assess the Understanding of University Students about a Mathematical Concept
Get PDFBackground: One of the problems in mathematics education is students’ little understanding of mathematics both at the basic and higher educational levels, which is why we consider essential the design of adequate instruments and methods that can measure understanding about specific concepts. Objective: To assess the understanding of university students of the concept of a real function. Design: The research is qualitative as the attributes of a cognitive construct were analysed and interpreted. Setting and participants: There were 36 students of a degree in mathematics (18-20 years old) whose productions were analysed. All the students had taken the Calculus I course. Data collection and analysis: A test of six items related to tasks that involved the concept of function was applied, the data analysis was carried out from the evaluation categories proposed by Albert and Kim, who consider three categories to assess understanding, those being: the ability to justify, to understand why a particular mathematical statement is true, and to understand where a mathematical rule comes from. Results: The evaluation of the understanding of the concept of function has shown that, in order to achieve a high understanding, not only skills must be developed for the recognition of aspects of the function such as its definition, its discrimination or its application, but the ability to be able to justify such aspects must be considered too. Conclusion: The categories of understanding considered help to strengthen conceptual and procedural understanding, indicating comprehensive understanding
From Linearity to Rhizomatic Network: Content Organisation in Curriculum Development in Mathematics
Get PDFBackground: The Mathematics curriculum expresses the control and power materialised in the teaching programmes through the presentation and approach of the contents and in the didactic and methodological guidelines. Objective: To explore references that guide the meanings of content organisation in the form of activities in curriculum development. Design: Discussion from the perspective of theoretical study anchored in the qualitative research approach. Settings and participants: Theoretical discussion that did not involve participants as research collaborators. Data collection and analysis: Critical reading and theories of the curriculum field and its implications for the proposals to educate through mathematics, considering curricula as operators of principles and practices. Results: The linear organisation operates the technical curriculum, leading to experiences of control and maintenance of the power that knowledge provides, while the organisation as a rhizomatic network provides the curriculum as a product of social demands, placing mathematics at the service of learning. Conclusions: The contradictions of principles and practices when mathematically educating indicate the relevance of studying and discussing curricula and how to organise the contents to create the conditions for the production of thought and criticism by Mathematics
Climatério e menopausa: relação da imagem corporal e sintomas associados em mulheres ribeirinhas na Amazônia - DOI https://doi.org/10.29327/226091.54.2-3
No full textO climatério/menopausa é caracterizado por intensas alterações morfofisiológicas e comportamentais. O objetivo foi identificar os sinais e sintomas do climatério/menopausa e a sua relação com a Imagem corporal de mulheres ribeirinhas de uma região da Amazônia Brasileira. Estudo incluiu 100 mulheres de seis comunidades ribeirinhas de Itaituba/Pará. Os instrumentos utilizados foram: o questionário sociodemográfico, a Escala dos Sinais e Sintomas da Menopausa (MRS) e a Escala de Silhuetas de Stunkard. Para avaliar as associações entre as variáveis categóricas, o teste qui-quadrado de Pearson e teste exato de Fisher foram utilizados, (p≤0,05). Os resultados indicaram que 76% das mulheres estavam insatisfeitas com a sua imagem corporal, seja porque queriam ter corpos menores ou corpos maiores. Em relação aos sintomas do climatério/menopausa, estes são percebidos de forma moderada pelas mulheres. Conclusão: Se faz necessário levar as mulheres o conhecimento desta fase da vida e assim promover saúde neste importante período da vida
Orientação à dominância social (SDO) e autoritarismo em adolescentes: Uma revisão sistemática - DOI https://doi.org/10.29327/226091.54.2-14
No full textO estudo do autoritarismo e da orientação à dominância social (SDO) tem virado foco de pesquisas recentemente, devido à sua importância na vida das pessoas. O artigo objetivou investigar a presença dos construtos autoritarismo e SDO em adolescentes e as variáveis comumente associadas, por meio de uma revisão sistemática utilizando o modelo PRISMA . Dois juízes consultaram as bases Pubmed, BVS, Scopus, Web of Science, PsycINFO e EBSCO. Dos 278 artigos encontrados 12 artigos foram selecionados. Identificou-se três categorias: transgeracionalidade, caraterísticas cognitivo-comportamentais, e valores sociopolíticos. Os principais resultados sugerem que a transmissão do autoritarismo e da SDO está associada à relação estabelecida pelos pais, a fatores como a inteligência e a personalidade e a participação em atividades cívicas e sociais. Verificou-se a ausência de estudos experimentais e o predomínio de pesquisas com delineamento quantitativo transversal. É importante a identificação de posicionamentos políticos e visões sobre o mundo durante a adolescência
Fatores socioeconômicos e saúde de crianças em contexto de violência - DOI 10.29327/226091.54.1-10
No full textEsse estudo objetivou analisar a violência infantil no contexto brasileiro, correlacionando-a com fatores socioeconômicos, socioculturais, geracionais e de gênero, investigando o impacto dos mesmos na saúde das crianças. Realizou-se um estudo epidemiológico descritivo, realizado a partir de dados de artigos científicos e documentos oficiais sobre e violência infantil, além do banco de dados do Sistema de Informação de Agravos de Notificação (SINAN) e da plataforma SciELO e Google Acadêmico. Encontrou-se uma maior prevalência de violência física e negligência, maior índice de violência sexual contra o sexo feminino e negligência no sexo masculino. Os principais agressores identificados foram o pai e a mãe. Acerca da etnia, crianças pardas foram as mais agredidas, bem como as de menor escolaridade. As consequências da violência infantil se estendem para além do momento da agressão, ao perturbar funções cognitivas e mesmo influenciar na gênese de transtornos psiquiátricos