Universidade Luterana do Brasil: Periódicos ULBRA
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Educar pela Pesquisa: entraves à formação de professores na Educação Infantil
Get PDFO artigo repensa a formação de professores no campo da Educação Infantil, buscando analisar os limites encontrados na formação em tempos contemporâneos, a partir dos elementos da Pedagogia Científica de Maria Montessori (1870-1952). Trata-se de lançar um olhar à formação pedagógica como um meio de se fazer pesquisa nos contextos educativos da primeira infância, o que significa dizer que ganha valor a Pedagogia Científica. Afinal de contas, é a formação científica oferecida aos educadores que demonstra as intencionalidades da ação pedagógica e os elos entre os princípios científicos e as práticas pedagógicas. Os resultados indicam lacunas formativas em relação à proposta de uma Pedagogia Científica desde a Educação Infantil
Extemporaneous Intervention to Construct a Financial Education History
Get PDFBackground: The inclusion of financial education in the mathematics curriculum of the basic Brazilian education, both in elementary and high school, has been the subject of discussion in recent academic research, as well as in propositional and normative documents, such as the National Common Curricular Base (BNCC). Objective: This article aims to present the theoretical and methodological perspective used to build a history of financial education, which is part of the mathematics curriculum taught in Brazilian public schools. Design: For this, we use conceptual tools proposed by Michel Foucault, inspired by Nietzsche's writings, such as the concepts of Herkunft (provenance) and Entestehung (emergence). Scenario and Participants: We rely on the writings of Michel Foucault, studying the teaching of mathematics, in the specificity of this theme, with contributions from philosophical and historical writing, also inspiring us in the concepts of genealogy, union between philosophy and history, according to Nietzsche. Data collection and analysis: The textbooks were collected from the Museu da Escola Catarinense, while the academic works were retrieved from CAPES data bank for the qualitative analysis. Results: Hence, five methodological precautions for the analysis of power and the constitution of an object called financial education are described, namely: the financial education theme comes from a dispersion of practices, and not from an origin; we are interested in the power relations that are engendered, and that forge a financial education; the subjects are agents and effects of utterances forming a discursive network on economics; the analysis focuses on the mechanisms, techniques, and tactics, not on the centre of the power; financial education is the topic that results from the confrontation of power relations. Conclusions: With this research, we intended to make an extemporaneous intervention so that it is possible for teachers to reflect and problematise their practice in the face of this new role they are attributed
The importance of Problems-Solving in calculating derivatives in Higher Education
No full textBackground: The need to use different methodological strategies to approach the contents of Higher Education Calculation, aiming at teaching that allows the development of skills related to reading, interpretation, use of procedures and strategies and ways to express one's reasoning in Mathematics, led to the study on the teaching of Derivatives content, using the Problem-Solving methodology. As a theoretical subsidy on the topic of Problem-Solving, the studies of Polya (1995), Dante (1998) and Onuchic and Alevatto (2004) were used. Objective: To investigate the contributions of the use of the methodology of problem-solving in the discipline of Applied Mathematics of the Architecture and Urbanism course, aiming at the integral formation of the student relating the theory to practical situations. Design: The research had a qualitative methodological approach in which it was intended to understand and analyze how the academics participating in the research developed the proposed activities involving the content of Derivatives through Problem-Solving. Setting and participants: The research was carried out with twenty-two academics from the Architecture and Urbanism Course at Centro Universitário Luterano de Ji – Paraná, located in the state of Rondônia (Brazil). Data collection and analysis: An experiment was carried out with a group of academics from the Architecture and Urbanism Course at Centro Universitário Luterano de Ji – Paraná / RO. The data analysis was done through the written records of the students and the observations of the professor / researcher. Results: The results indicate that the didactic activities contributed to the understanding and development of the Derivatives content, as well as allowing the critical analysis of the academics regarding the resolution of problem situations. Conclusions: It is understood that the use of problem-solving methodology in Higher Education should be encouraged for the development of mathematical content, in order to enable academics to develop the theory, have autonomy, work in groups and develop strategies for solving problems. problems
Knowledge in (Trans)Training and the Role of Experts: Curricula, Mathematics Education and Teacher Training, 1920-2020
Get PDFBackground: Mathematics for basic and elementary schools and teacher education changes over time; and their official expression is given by these documents that guide teaching work in schools. Objective: What processes and dynamics are involved in the systematisation of new knowledge in the production of curriculum references? In particular, the text focuses on mathematics for the first school years. Design: The analysis of curricular reforms, considering official documents, prioritises the role of specialists, treated as experts, considering that following the actions of these researchers it may be possible to answer the main question of the study. Results: Analysis shows that the changes that have occurred over time, from teaching programs to the current BNCC, are linked to the progressive stratification of experts who go from being a highly visible public authority to an increasing set of representatives from different social segments interested in the curricular debate. Conclusions: This stratification makes it more difficult to locate those specialists responsible for the internal organisation of the proposals with regard to teaching objects, the content of mathematics to be present in teaching and teacher training
Lesson Study in Initial Teacher Education to Stimulate the Pedagogical Content Knowledge on the topic of Speed of Sound
No full textThe lesson study is a collaborative model of teacher professional development originating in Japan, which has received growing international attention. This multifaceted model can be considered from many points of view. This research aims to understand what physics and chemistry pre-service teachers learn, in the domain of the pedagogical content knowledge on the speed of sound, in a lesson study. Participants were all pre-service teachers (three) attending the first year of their initial teaching education programme. The lesson study, had two cycles, took place over the course of twelve sessions and a total of 36 hours of work. The first cycle consisted of ten sessions: the first eight sessions aimed at defining the topic and lesson planning; this was followed by the first research lesson taught by the cooperating teacher; and finally, there was a post-lesson reflection. The second cycle consisted of two sessions; a second research lesson was also taught by the cooperating teacher; and subsequent to this, there was a post-lesson reflection. This is a qualitative and interpretative study. Data were collected from participant observation of all sessions using field notes and video recording, individual interviews and individual written reflections. Results showed that the pre-service teachers developed the pedagogical teacher knowledge (PCK) to teach the topic in the planning phase, when they identified the students’ prior knowledge, which would help them learn the topic, and in the post-lesson reflection sessions, when they discussed strategies that could help students overcome their learning difficulties.The lesson study is a collaborative model of teacher professional development originating in Japan, which has received growing international attention. This multifaceted model can be considered from many points of view. This research aims to understand what physics and chemistry pre-service teachers learn, in the domain of the pedagogical content knowledge on the speed of sound, in a lesson study. Participants were all pre-service teachers (three) attending the first year of their initial teaching education programme. The lesson study, had two cycles, took place over the course of twelve sessions and a total of 36 hours of work. The first cycle consisted of ten sessions: the first eight sessions aimed at defining the topic and lesson planning; this was followed by the first research lesson taught by the cooperating teacher; and finally, there was a post-lesson reflection. The second cycle consisted of two sessions; a second research lesson was also taught by the cooperating teacher; and subsequent to this, there was a post-lesson reflection. This is a qualitative and interpretative study. Data were collected from participant observation of all sessions using field notes and video recording, individual interviews and individual written reflections. Results showed that the pre-service teachers developed the pedagogical teacher knowledge (PCK) to teach the topic in the planning phase, when they identified the students’ prior knowledge, which would help them learn the topic, and in the post-lesson reflection sessions, when they discussed strategies that could help students overcome their learning difficulties
Transcendendo fronteiras: experiência de enfermeiras brasileiras em Portugal
No full textIntrodução: Programas de residência multiprofissional em saúde, no Brasil, oportunizam a formação de profissionais enfermeiros nos ambientes em que se realiza saúde. Transcender a realidade de saúde, ao possibilitar mobilização internacional, contribui para o desenvolvimento acadêmico-profissional. Objetiva-se descrever a experiência de enfermeiras em um hospital de Portugal. Metodologia: Trata-se de um relato de experiência de enfermeiras residentes em relação a um período de estágio internacional. Resultados e discussão: Pode-se observar diversas diferenças entre os papéis realizados por profissionais enfermeiros no Brasil e em Portugal. Além disso, a organização da categoria e suas rotinas de trabalho também divergem da brasileira. Considerações finais: Oportunizar experiências internacionais implica em ampliação de horizontes culturais e técnicos e desenvolvimento de pensamento crítico-reflexivo.
Práticas pedagógicas com o desenvolvimento de aplicativos para dispositivos móveis por estudantes da Educação Básica
Get PDFO artigo propõe identificar contribuições quanto ao desenvolvimento da autonomia e da autoria, de estudantes da Educação Básica, a partir da criação de aplicativos para dispositivos móveis, no caso específico para smartphones. Na era digital, em que não há limites de espaço e tempo por conta do acesso rápido a informações na palma da mão, deve-se considerar além do acesso, a construção de conhecimentos no processo de aprendizagem na escola. A sociedade está imersa na abundância de informações, e estratégias pedagógicas que possibilitem ao estudante não apenas o consumo de tecnologia, mais também a produção de tecnologia é fundamental na era digital. Com isso busca-se apresentar neste artigo práticas pedagógicas envolvendo os dispositivos móveis visando a reflexão sobre possibilidades para o desenvolvimento de habilidades a partir do desenvolvimento de aplicativos para dispositivos móveis
“Eu sou do pampa, o pampa sou eu”: uma análise de narrativas de mulheres ambientalistas do pampa gaúcho.
Get PDFNo presente artigo buscamos como foco principal analisar as narrativas de mulheres ambientalistas do sul do Rio Grande do Sul, que articulam natureza e cultura no pampa, marcadas pelo Sentimento Pampeano. Os caminhos teóricos e metodológicos foram tramados a partir de autores como Michel Foucault, Félix Guattari e Gilles Deleuze buscando um pensamento minoritário para as análises das narrativas nas relações entre mulheres, pampa e natureza. Através de tais ditos, foi possível perceber que estas mulheres narram a suas relações com a natureza e a educação ambiental atravessadas, mobilizadas por um sentimento, que denominamos Sentimento Pampeano e que possui vestígios da nossa cultura e história do pampa gaúcho