Educação financeira no ensino médio: uma abordagem por meio da análise de produtos financeiros com ênfase em consórcios

This paper presents a differential approach of financial mathematics developed in high school, focusing on financial education. We seek through the insertion of texts, analysis of some financial products and by the interpretation of problems to contribute to the financial training of students. Aiming to make financial mathematics more attractive and accessible to the day-today, there are available for studies some practical tools like the citizen calculator which are available for computers and mobile phones. As well as spreadsheets and software Geogebra, that allow you to compare and analyze the financial costs of consortia, financing and financial applications,in addition to being allied in the preparation and control of personal and family budget. By applying the teaching sequence proposed in a nocturnal class of high school, we realized some difficulties that have limited the financial learning of math concepts.Yet identified progress regarding the financial education of students. These observations were made through qualitative and quantitative analysis from notes in the field diary and also answers given by students in specific form.

Conversando com a tecnologia: contribuições de João Augusto Bastos para a educação tecnológica

For the reader of this book it is reserved a historical walk through the efforts realized in the field of education to settle the necessary basis for the formation of a participating citizen in the socio-technical process and the dialogic and communicative action with the technological world. There are ten articles that discuss about many aspects of the relationship between education and technology, experienced by the author, who at any moment forgot thinkers with whom he spoke as Jürgen Habermas, Karl Marx, Karl Popper, Theodor Adorno, Max Horkheimer and Ruy Gama. You can dream and run away from the instrumental knowledge to incorporate the woven continuous experience in the practice and experience with people. In this atmosphere of concepts, characteristics and perspectives is the technological education, which runs through dialogue with technology, possession of knowledge and interdisciplinary. Talking to the technology, the subject interacts with society so that the demands are part of projects in this field of this champ of knowledge and the other sciences. It also means to explore knowledge and practices of professionals and educators working in this field full of normative and formative values.

Influência do uso e ocupação do solo na qualidade da água e no processo erosivo da bacia de captação do Rio Barro Preto, Coronel Vivida-PR

This study was developed in objecting to investigate the use and occupation of land in 1999, 2005, 2011 e 2015 and estimate soil degradation by laminar erosion and the relation with water quality in 2015 in the catchment basin of the Barro Preto river, Coronel Vivida – PR. For multitemporal analysis of use and occupation of land in the basin used in the Landsat 5, 7 and 8 images and Geographic Information System. The laminar erosion was estimated by the Universal Soil Loss Equation through the systematization of calculations of the factors that compose the equation in SPRING/INPE. The water quality of the studied river section was evaluated according to the Water Quality Idex and the Resolution CONAMA n. 357/2005. The multitemporal analysis of the use and occupation of land has demonstrated that basin is predominantly agricultural in all years studied, as well as the permanent preservation area presents it not regularized during the period in accordance with the Brazilian Forest Code in force. In relation the quantification of laminar soil erosion in the study period, the rainfall and runoff factor was estimated considering the rainfall data from 1986 to 2014 and resulted in a value of 11.573,47 MJ/ha.mm/a. The Dystrophic Red Latosol, Dystrophic Red Nitisol, Fluvisol and Leptosol soil erodibility factor were 0,0138, 0,0137, 0,0207, 0,0196 t.ha.h/ha.MJ.mm/a, respectively. The topographical factor has demonstrated that the catchment basin has the rough terrain because the moderate and moderate strong classes are dominant in the study area. The cover and management and support practice factors were estimated according to the multitemporal analysis of the use and occupation of land in the basin and the values ranged from 0,0006 to 0,0688. The soil losses by laminar erosion were simulated with agriculture areas with corn and soybeans in no-till. The soil losses with maize crop in no-till in 1999, 2005, 2011 and 2015 were 9.782,75, 10.592,71, 9.636,61 e 11.058,26 t/year, respectively, and soybeans crops in no-till were 15.140,01, 16.645,20, 14.662,14 e 17.049,85 t/year, respectively. In relation with water quality of the section studied river, the average of Water Quality Index during the season were 55,47, 53,09 and 49,72, for the first, second and third sample point, respectively. Indication a decrease in water quality since the source to the last sample point. It is concluded that the use and occupation of land in the catchment basin interferes in the water quality, as well as in soil degradation.

Uma prática colaborativa na construção do portifólio educacional

Acompanha: Unidade didática: elementos de astronomia e energia

Formação do pensamento científico durante o processo de alfabetização científica no ensino de teorias atômicas e elementos químicos

Acompanha: Sequências didáticas para o ensino de teorias atômicas e elementos químicos

Material paradidático em educação ambiental para o 6º ano do ensino fundamental

Acompanha: Material paradidático em educação ambiental para o 6º ano do ensino fundamental

Proposta de ensino de geometria euclidiana plana para o sexto ano do ensino fundamental sob a ótica do raciocínio lógico-dedutivo

This study will introduce a brief history of the Geometry development, focused in the appearing of the organization in the logical deductive structure achieved by Euclid. Following will be discussed the situation of the learning and teaching of geometry topics since antiquity until the present day, where we will notice that it does not happen with the logical-deductive perspective. After this contextualization, we will propose the realization of a geometry workshop for students of the sixth grade of elementary school, focusing to the development of logical-deductive reasoning. Applied to workshop, changes were observed in the organization of thought of the participating students in the research, furthering the understanding of the concepts and properties of flat euclidean geometry.