Universidade Luterana do Brasil: Periódicos ULBRA
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Percepção de saúde de uma população quilombola localizada em região urbana
No full textEste estudo objetivou compreender a percepção de saúde por uma população remanescente de quilombolas do município de Canoas/RS. Teve abordagem qualitativa, com amostra de 12 pessoas adultas residentes na Comunidade Chácara das Rosas, submetidas à entrevista semiestruturada, seguida de análise de conteúdos na modalidade temática operacionalmente proposta por Minayo. Revelaram-se três categorias centrais: Processo saúde-doença e autocuidado sob a ótica da realidade quilombola; Fatores individuais e sócio ambientais determinantes do processo saúde doença; Sistema social e de assistência à saúde ineficientes associados ao reduzido empoderamento para o exercício do direito de saúde. Constatou-se a existência da percepção distorcida de saúde, doença e autocuidado, além de determinantes sociais de saúde relacionados ao ambiente urbano, desinteresse social e ineficiência do setor saúde para o atendimento do grupo étnico e desconhecimento dos quilombolas em relação à Política Nacional de Saúde Integral da População Negra com reduzida participação em espaços de controle social
Early Years Math: A Study with Undergraduates in Mathematics based on the Principles of Cultural - Historical Theory
No full textBackground: It is common the idea that the responsibility for learning mathematics worked in the first years of schooling rests solely with the teacher at this stage. This is a mistake since these contents run throughout basic education, and it is important that teachers at other levels understand the mathematics of the early years of elementary school. Objectives: The article aims to discuss the knowledge of mathematics undergraduate students about mathematics in the early years of elementary school. Design: The theoretical and methodological support is based on the assumptions of cultural-historical theory (CHT), which shows that the subject develops and impacts the reality where he/she lives by interactions with others through the acquired knowledge. Setting and participants: The study space consisted of workshops on the operations of addition, subtraction, multiplication, and division, carried out in the project “Knowing the mathematics taught in the early years” and the participants were seven undergraduates from the mathematics degree course. Data collection and analysis: The empirical data were systematised by the organization of the episode "Understanding the teaching of basic mathematics", composed of four scenes. Results: They reveal that when it comes to teaching mathematics in the early years, students show a weakness in relation to basic mathematical knowledge and didactic knowledge to teach them. Conclusions: Although the results come from a specific context, we concluded that it is important for mathematics undergraduates to be able to discuss mathematics teaching in all stages of basic education
Teacher Action, Student Action and its Connections in Mathematics Classes Planned with Manipulative Materials
Get PDFThis article describes the results of an investigation that sought to characterize the teacher and student actions, as well as their connections, in mathematical classes planned with manipulative materials. Data were collected through video, audio, and field notes and analysed according the procedures of Content Analysis. Fourteen categories were obtained for the teacher action: Threaten; Argue; Get Attention; Move; Write; Wait; Explain; Organize; Request; Ask; Provide; Disapprove; Answer; Supervise, and fourteen categories for the student action: Play; Call the teacher; Collaborate; Comment; Communicate; Talk; Copy; Move; Run; Request; Ask; Complain; Answer; Value. The results pointed out that the action Disapprove, which occurred when a student anticipates the procedures without the teacher indicating what was to be done and the action Supervise, which occurred at various moments, including during drawing, using scissors, and the pasting process, seem to be more appropriate for classes planned with manipulative materials. Regarding the connections between the teacher action and the student action, it was possible to identify three types that we call simple, multiple and random. We also noticed that these types of connections varied according to the moment of the class and/or stage
Professional Knowledge and Teacher's Reflections in Teaching a Situation Involving the Idea of Proportionality
Get PDFContext: Study groups of teachers who meet to reflect on the teaching of mathematics constitute potentially a formative process that can foster teachers' professional knowledge . Objectives: This investigation brings results on the development of professional knowledge of a teacher who delves into ideas related to the concept of proportionality and her teaching during her participation in a study group. Design: The research is of a qualitative nature. Environment and participants: The research was carried out within a study group formed at the school the teacher works, involving seven educators, including teachers and researchers. Data collection and analysis: Data were collected through direct observations, recordings of two study sessions and the development of a class. Observations and reflections on the teaching practice are collected during group studies, based on Zeichner and Ball, Thames and Phelps were analyzed. Results: Their experiences enabled the teacher to expand significantly the knowledge base about the situation presented, and fostered her reflections on the theme and her teaching, especially regarding the resolutions the students presented. Conclusions: The analysis of the process reveals that the proposal to solve problems related to the ideas of proportionality and the analysis of the way students work in the classroom to solve them brings a new meaning to the teacher's knowledge, helping teacher to become more confident to intervene constructively in the students' learning process
Chilean Primary School Children’s Understanding of Statistical Graphs
Get PDFContext: Statistical graphs are pervasive in the media and professional settings and therefore its understanding is a relevant component of statistical literacy. Objectives:The aim of this research was to assess the understanding of statistical graphs achieved by Chilean children when finishing their primary education and how much of this understanding is maintained one year later. Design: To achieve this aim, we built a comprehensive questionnaire which takes into account a previous analysis of the Chilean curricular guidelines and textbooks for primary education. The main variables characterizing graphical competence in the literature, and recommendations from experts in statistics education were also considered in the construction of the questionnaire. Participants and setting: The sample is intentional and is made of 745 6th and 7th grade students in Chile. Data selection and analysis: The responses to this questionnaire are analysed quantitatively and qualitatively. Results: We inform of the task difficulty according to the different variables in the questionnaire and the average reading level of statistical graphs achieved in the grades. We also inform of the main difficulties related to the different graphs and activities proposed in the questionnaire. Conclusions: We conclude that hat the students learnt by the end of the 6th grade is remembered one year later, dot plot and pie charts were the most difficult graphs, building of graphs was difficult when the frequencies were not provided and few children attained the upper level of reading graphs
Secondary School Mathematics Teachers’ Professional Learning in a Lesson Study
Get PDFBackground: Lesson study is an innovative professional development process, originated from Japan, that is important to know if it may be applicable in other cultural contexts. Objective: This paper analyses professional learning of mathematic teachers involved in lesson study. Design: Qualitative and interpretative research, using participant observation. Setting and participants: The participants are seventeen mathematics teachers of secondary school at the teaching public network of Rio Grande do Sul State. Data collection and analysis: Research’s empirical material consist of field notes produced in the context of lesson study sessions, teachers’ textual productions systematized in their logbooks, audio recordings of the research lesson and debriefing session. Results: The results highlight that teachers’ participation in lesson study provided them professional learning related to deepening of the curricular content to teach at classroom, as well about teaching resources to teach mathematics topics and also about the collaborative work in the school context, the reflection on professional practices and about the teacher’s education approaches prevalent in the educative settings. Conclusions: The study suggests that lesson study is a powerful professional development process both regarding mathematics teaching and professional culture
Como os jovens universitários enxergam os idosos com deficiência visual?
Get PDFOs mediadores do projeto Banca da Ciência da USP, estudantes de diferentes cursos de graduação, carecem de formação na área da inclusão para pessoas com deficiência. Nesse âmbito, este artigo visa refletir acerca das percepções desses jovens sobre a inclusão de idosos cegos ou com baixa visão em suas intervenções. A reprodução deste artigo se caracterizou sob a linha pesquisa participante e a análise da linguagem dos mediadores ocorreu com referência no Construcionismo Social e na Análise do Discurso francesa. Constatamos que os mediadores reduzem a deficiência visual à questão do sentido, alguns apresentaram atitudes estereotipadas e de medo, mas eles passaram a se perceberem como seres tateante, ouvinte, degustante e olfativo
Contribuições do design thinking para a aprendizagem na Educação Básica
Get PDFEsta pesquisa teve por objetivo avaliar dificuldades que envolvem a aprendizagem na percepção de estudantes de Ensino Fundamental de uma escola de Curitiba, Paraná, Brasil, e a eficácia do uso do Design Thinking na sua melhora. Constituindo-se em uma pesquisa avaliativa, centrada na abordagem quantitativa, o estudo contou com a participação de 141 estudantes. Além da melhora no rendimento em todas as disciplinas, especialmente em Ciências, História e Geografia, os resultados indicaram o fato de o Design Thinking colaborar no enfrentamento de desafios em equipe, na compreensão do propósito do conteúdo e em outras condições implicadas na pesquisa.
El acceso a la educación y la inclusión socioeducativa de estudiantes indígenas. Provincia de Salta-Argentina
Get PDFEn este artículo se presenta un análisis socioeducativo de los procesos de exclusión/inclusión de los y las estudiantes indígenas que asisten al Colegio Secundario de Montañas El Alfarcito y a la Universidad Nacional de Salta, provincia de Salta, Argentina. Para ello, se toman datos obtenidos mediante entrevistas, observaciones participantes y encuestas en el marco de dos tesis de doctorado. Pese a los avances prescriptivos, el acceso a la educación -en los niveles Secundario y Universitario- en este país se desarrolla en un contexto de profundas desigualdades sociales que tiñen las experiencias escolares de estos jóvenes, lo cual da lugar a problematizar si el acceso -garantizado en las leyes- posibilita una genuina inclusión educativa