Probabilidade no ensino médio

This thesis aims to show teachers and students in teaching and learning in a study of Probability High School, a subject that sharpens the perception and understanding of the phenomea of the random nature that surrounds us. The same aims do with people who are involved in this process understand basic ideas of probability and, when necessary, apply them in the real world. We seek to draw a matched between intuition and rigor and hope therebyto contribute to the work of the teacher in the classroom and the learning process of students, consolidating, deepening and expaning what they have learned in previous contents

Um estudo dos sistemas de amortizações SAC e francês no ensino médio apoiado na construção de planilhas Eletrônicas

The aim of this work is to provide a text to support interested in the main systems of amortization of the current market: Constant Amortization System (SAC) and French System, also known as Table Price. We will use spreadsheets to facilitate calculations involving handling exponential and decimal. Based on [12], we show that the parcels of the SAC become smaller than the French system after a certain period. Further then that, we did a comparison to show that the total amount paid by SAC is less than the French System

Uma justificava da validade do teorema fundamental da álgebra para o ensino médio

Among several theorems which are taught in basic education some of them can be proved in the classroom and others do not, because the degree of difficulty of its formal proof. A classic example is the Fundamental Theorem of Algebra which is not proved, it is necessary higher-level knowledge in mathematics. In this paper, we justify the validity of this theorem intuitively using the software Geogebra. And, based on [2] we will present a clear formal proof of this theorem that is addressed to school teachers and undergraduate students in mathematics

Análise do processo de internalização de propostas de educação ambiental em escolas de Ensino Médio no município de Acaraú-CE

To insert environmental education in the school is a very hard task, although the question has been largely discussed since some years ago. The main object of this research is limited to the way the contents of Environmental Education are inserted in school programs, as well as to assert that, as a law, it must be put in practice not only because it is obligatory, but because it is important to school programs, especially to Acaraú´s primary and secondary schools, having in view the importance of the natural resources in which schools are inserted and the development of ways to solve problems related to the quality of life of the dwellers of these places. It is important the study of the law 9795/99 on Environmental Education, passed on July 25th, 2005, by means of the decree no. 4.281, established in the Municipal Organic Law and other documents ruling the Environmental Education. Our purpose is to give orientation on Environmental Education to the above-mentioned schools aiming at the permanent formation about that subject, in order to constitute, in the future, a real net between school and community and to spread out concepts about sustainability. This way, poverty conditions should be faced as environmental problems, bringing about the relationship between natural resources and poverty. The making of shrimp beds, predatory fishing, swamp degradation and irregular occupation constitute elements to this research. The theoretic terms are based upon principles of Environmental Education, area sustainability and inter-disciplinarily and trans-disciplinarily in Environmental Sciences, which have been applied under the form of capacities and the presentation of documents, projects, maps, discussions and reflections about the mass social movements as a positive consequence of the implementation of this project

A geografia no currículo do ensino médio e no vestibular da UFRN: 2001-2007

This work examines the results of the selecting process to enter Universidade Federal do Rio Grande do Norte called Vestibular, in 2001, 2003, 2005 and 2007, in relation to the necessary knowledge presented by the candidates in the Geography area. It observes the contents in the discursive exams and its corresponding results discussing them from the official curriculum of the Secondary School, as it is stated in the official documents of Ministério da Educação(MEC): Parâmetros Curriculares Nacionais do Ensino Médio (PCNEM), Orientações Curriculares Nacionais para o Ensino Médio (OCNEM) e Orientações Educacionais Complementares aos Parâmetros Curriculares Nacionais (PCN+ do Ensino Médio). We aim to highlight what are the contents and background of the Geography curriculum according to the orientations of the official curriculum; discuss in what measure these contents are present in the questions and in the correct answers of the candidates as well as reflect upon what possibly is suggested by those results concerning the knowledge presented in the answers. In this investigation process, the history of the teaching in Brazil is taken up together with the statistical data about the Fundamental School and about Higher Education in the last years. Both map the scenario in which this research takes place as well as make knowledgeable some variables such as: cultural, economical, political and social structures. The discussion takes place between the curriculum and the teaching, Geography teaching and Secondary School in Brazil articulating these variables with the question of accessibility to Higher Education through the Vestibular . Despite the limitations of this research in terms of methodology and deepening of analysis, the results led us to important observations which can contribute to the understanding of that the students´ performance in the Geography examination has several outspreads. These must be thought with scientific exactness in order to avoid any rushed and careless explanations leading to conclusions that may have serious consequences for the teaching systems and the students

Uma abordagem crítica do conteúdo esporte nas aulas de educação física no ensino médio integrado

Researchers have analyzed how sport is being taught in the classroom as a regular subject and how it is accepted as a pedagogical action at school. This study aims to suggest some pedagogic proposal on the Physical Education subject to High School System which would be planned, formulated, and applied based on some critical approach on teaching, as well as analyzing and thinking over its impact on the students' learning, taking in consideration some conceptual, procedural and attitudinal dimensions to make possible for the students to become more critical so that they will understand how this subject works in contemporary time. .We had three specific blocs to develop our research: Historic, conceptual and cultural elements about sport; Public policies to sport; Individual, group and environmental characteristics. The method of this work was based on qualitative research through some research action. The study was made actually at IFRN (Federal Institute of Education, Science and Technology of Rio Grande do Norte state), in the city of Pau dos Ferros. Students from the second year of the computing course in high school were the participants in the research, there were 37 students from eleven different cities near Pau dos Ferros. They answered some questionares and a Research Diary. From the pedagogical intervention we could prove the students have improved their knowledge about the concept on sport itself, leaving the old idea about sport only as a physical practice such as an activity with rules or as competition, we could prove they have sport as a social-cultural event, involving policies, ideologies as well as historical interferences. Another aspect they mentioned was that sport is the citizens' right and as such there must be public policies pro sports. Understanding that sport transpires on peoples' habits as well as their behavior allowed us to identify its influence on our students' quality of life back in their home towns. Therewith, it is clear the necessity of a pedagogical focus on the content of Physical Education at school to make this subject more meaningful, so that the students will become more critical and reflexive about life and will be able be real citizens

Abordando o sono no ensino médio: proposta de unidade didática contextualizada com o tema saúde

Biological rhythms are part of the life from the simplest to the most complex living beings. In humans, one of the most important biological rhythms is the sleep-wake cycle (SWC), which represents an indispensable behavior for health, since sleep deprivation can lead to deficits in attention and memory, mood and daytime sleepiness which may affect school performance. Nevertheless, the SWC is a content rarely discussed in schools. Thus, the aim of this research was to address contents of the sleep-wake cycle, related to the content of Health to encourage healthy sleep habits. This study was conducted in a public school with 33 students of the 3rd year of high school and is divided into four stages: 1st) Study and analysis of the content of the textbook adopted by the school to subsidize the activities covered in the teaching unit (TU) and approximation with the biology teacher from the class to evaluated the feasibility of schedules for the development of TU; 2nd) Survey of students' prior knowledge, through a questionnaire, to guide the development of the TU; 3rd) Development and implementation of a TU based on meaningful learning and characterization of the students sleep habits, 4th) Evaluation of the TU as a viable proposal to teach biological rhythms concepts. Previous knowledge of students about the SWC are scarce and this content is not covered in the books adopted by the school. Alternative conceptions were observed, particularly with regard to individual differences in sleep, which may contribute to the occurrence of inadequate sleep habits, as reported by the adolescents in this study. The activities developed during UD were well received by the students who showed participative, motivated and evaluated positively the procedures used by the researcher. After the TU, students' knowledge about the concept of biological rhythms has been increased and they started to identify that the SWC changes throughout life and occur due biological and socio-cultural factors. Thus, the UD elaborated in this study represents a viable proposal to teach the concepts of biological rhythms contextualized to the content of Health, in high school

Consumo c(l)iente: abordagem do gênero anúncio publicitário em livros didáticos de língua portuguesa do ensino médio

Portuguese language textbooks, according to what has been preconized on the official document to education, have been configured on discursive genres imported from diverse spheres of human activity. Adverts, genre of ample social circulation, spread from the Advertising sphere to the schools and started being approached by these collectaneas as an object and a tool for teaching. Therefore, this research deals with the approach of ads in Portugese textbooks. These discursive practices matter for the impact or appeal they exert over the (new) consumers, among which High School students; for their representation in the capitalist system, which guides us on our relationships and social practices; and for the mix of languages that end up at their composition, once they encapsulate the spirit of our time, par excellence, the one from the verbal-visual genres. To understand the treatment given to these advertising pieces, from questions/commentaries related to them, two collections were selected by the Programa Nacional do Livro Didático – Textbook National Program (PNLD 2012) among the ones more used by public High Schools in Natal/RN. From Applied Linguistics, from mestizo, nomadic and inter/transdisciplinary identity (MOITA LOPES, 2009), this study falls within the discursive chain of the interpretive tradition of historical-cultural approach (FREITAS, 2010) and names the Bakhtin Circle and its language‟s dialogical conception as inescapable partners. The data of the colletaneas show that the genre approach can happen as concrete utterance, as linguistic artifact and as hybrid, at work with questions and without questions, with the predominance of its occurrence in the portion of the volume devoted to the study of grammar. In the literature chapters and production/interpretation of compositions, it insert is incipient or it doesn‟t happen in the volume. Such a provision has implications for multiliteracies (ROJO, 2012) of the citizen student, once the lack or the abundance of critical reading proposals for this genre, that demand from the student the exercise of knowledge that is necessary to the construction of linguistic and social meanings, can be responsible for guide to a more conscious consumerism (material and cultural) by the chief customers of the work under review. The approaches of the genres seems to indicate a gradual transition that such material have undergone, which means, from the focus on clauses to the focus on utterances, or even the approach as linguistic artifact to hybrid and the concrete utterance, in search of overcoming the traditional tendency of taking advantage of formal aspects of the language, to the detriment of enunciative ones, and for coming into harmony with the guidelines and parameters of teaching in contemporary times, bringing the school duties close to the rights in life.

A formação da habilidade de explicar no contexto do ensino médio: o que dizem os livros? o que pensam os professores?

The discussion about explanation in knowledge has been made for decades. Through this course, we present different ways of understanding about what is to explain the history: the primitive ethnographic description, the chronicler, the positivist construction of a historical science and historiography of the second half of twentieth century. Nowadays this discussion needs to be continued both in the general framework of scientific practice as within educational institutions as cognitive - linguistic ability. The focus of our research is by the second approach, which is the explanation as cognitive - linguistic ability. The formation of skills, among them, the explaining one, has been studied by the authors as: (NÚÑEZ 2012; JORBA et al, 2000; SANMARTÍ and IZQUIERDO 2000). This research had as general purpose: to study the processes of formation of the ability to explain social revolution in history classes in high school, by teachers opinion and by content as this theme among history books, in order to support the continuing education of history teachers for high school. Th e qualitative based research used instruments of data collection and analysis protocol for the books prepared for this study, and interviews with teachers. For this, the techniques of content analysis and discourse referenced in Bardin and Orlandi , respec tively were used. At first, the instruments for data collection were developed and validated, while in the second, the data were collected, organized and analyzed. From the answers to the questions of the study results shows that: a) in the analyzed books - do not express the work with the definition of Social Revolution, considering the processes for the formation of this definition, the predominant type of explanation has characteristics of multicausality; proposals for teaching are characterized as eclec tic; b) while teachers speech - it is important the students know the definition of Social Revolution, the ability to explain is more linked to didactic explanation in the classroom than the explanation through epistemological sense. These results indicate that the formation of the ability to explain Social Revolution based in Cultural History approach, are not expressed in the analyzed books, but they can serve as an important resource for this purpose. The discourse of teachers has a potential pointing to the possibility of teaching organization and learning process, based on training or upgrading the explanation skill from the theory of stepwise formation of mental actions and concepts by P.Ya. Galperin. For this purpose, the research constitutes a contri bution to support the continued education of history teachers in high school.

A TV como objeto de leitura da imagem no contexto escolar: uma pesquisa-ação com alunos do ensino médio

This research seeks to reflect on the dynamics of television reception, studying the Brazilian TV miniseries Hoje é Dia de Maria, produced by Globo Television Network, and aims to generally promote inferences in the process of image reading, mainly for aesthetic reading in school context, aiming at the formation of visual proficient readers. The research was conducted with students from the third grade of a state high school, geographically located in the city of Natal, Rio Grande do Norte. The theoretical framework comes from the assumptions of cognitive social interactionism to understand language, and it is also based on the ideas of Bakhtin (1992) and Vygotsky (1998), which enabled us to understand the social interaction and the Theory of Aesthetics Reception and Aesthetic Effect with Jauss (1979) and Iser (1999), which provided a better understanding of aesthetic experience, aesthetic effects and production of meaning. The methodological approach assumes a qualitative nature and an interpretive bias, accomplished through interviews, observation, questionnaire and application of a set of investigative activities, such as introductory exposition of themes, handing out of images and mediation process. This research is the result of a research-action process in a pedagogical intervention in a state school. The results indicate that the interactional linguistic resources used by the speakers demonstrated lack of prior knowledge and repertoire regarding image reading, which initially led them to do a cursory reading. It was evident that the respondents were unaware of the initial proposal. However, throughout the meetings, it was possible to realize their transformation, because the pre-established concepts were analyzed with the help of mediation, so that the group felt more autonomous and safe to read images at the end. The survey also showed significant data, so that the school could develop new methods of teaching televisual reading.

Conteúdos de matemática do ensino médio com abordagem de raciocínio recursivo e questões do ENEM e OBMEP

In this work, we have the purpose of reminding the math teacher of High School the recursive process so that he/she can use this tool to introduce contents, using recursion as an alternative to the teaching of mathematics. For this, we used questions taken from the Exame Nacional do Ensino M´edio (ENEM) [National Examination of High School] and from the Olimp´ıada Brasileira de Matem´atica das Escolas P´ublicas (OBMEP) [Brazilian Mathematics Olympiad of Public Schools], in addition to present some contents of mathematics that are defined by recursion. In this dissertation, we also showed some activities that involved the recursive reasoning and were applied in a 3rd grade class of high school in a public school in Natal / RN.

Escolarização de surdos no ensino médio em Natal/RN: vendo e ouvindo vozes

La Escuela Secundaria es la etapa final de la Educación Básica y su objetivo es profundizar los conocimientos adquiridos anteriormente, con vistas tanto a la continuidad de los estudios por parte de los alumnos como también a su formación profesional. Considerando el carácter excluyente y elitista de la Escuela Secundaria brasileña, solo recientemente las matrículas de los estudiantes sordos comienzan a ampliarse, y los profesores se deparan con el desafío de lidiar con ese tipo de discente en aulas regulares. Tanto la política de educación especial, desde una perspectiva inclusiva, como la Ley nº 10.436/2002 – reglamentada por el Decreto nº 5.626/2005 – posibilitaron un gran salto para la educación de los sordos en el país. La primera, por la defensa de una escuela atenta a las peculiaridades y demandas de sus discentes; la segunda, por reconocer la Lengua de Señas Brasileña como medio de comunicación y expresión legítimo de la comunidad de sordos y por indicar medidas que garanticen el derecho al acceso y al éxito escolar de la población sorda dentro de la escuela. Amparado en esas discusiones, este estudio tuvo como objetivo analizar el proceso de escolaridad de alumnos sordos de una Escuela Secundaria pública y estatal del municipio de Natal, Rio Grande do Norte. Se realizó un estudio de caso de tipo cualitativo. Los sujetos fueron tres discentes sordos que estaban terminando la Escuela Secundaria, una profesora de Portugués y dos intérpretes de Lengua de Señas Brasileña. Como procedimiento de investigación, se utilizaron entrevistas (grabadas en audio y video), observaciones y análisis de documentos. La participación de los sujetos sordos demandó cuidados éticos adicionales, tales como la traducción del Término de Consentimiento Libre y Aclarado y del guion de la entrevista a la Lengua de Señas Brasileña. Los resultados apuntan que el acceso y la permanencia en la escuela secundaria fueron garantizados, no obstante había poca participación en las clases y el aprendizaje de los contenidos escolares estaba comprometido. Había traductores/intérpretes de Lengua de Señas Brasileña, los cuales, sin embargo, solo iniciaron sus actividades tres meses después del comienzo del periodo lectivo. La profesora y los intérpretes no mantuvieron interacciones que facilitasen el aprendizaje o la participación de los estudiantes, quienes se encontraban siempre juntos y en un lugar determinado del aula, sin mayores interacciones con sus pares normo-oyentes. Los discentes sordos estaban terminando la Escuela Secundaria con edades superiores a 17-18 años, los cuales revelaron no tener perspectivas de continuidad en sus estudios o de inserción en el mercado laboral. Se concluye que la escolaridad de los alumnos sordos en la escuela investigada apunta a la necesidad de una reorganización curricular que atienda a las especificidades lingüísticas y sociales de esos estudiantes.

Aprendizagem significativa: uma proposta de ensino e aprendizagem da geometria euclidiana espacial no ensino médio

This dissertation is a research based on the Meaningful Learning Theory, with students from the second year of High School, in the city named Capinzal do Norte, state of Maranhão. The pedagogic approach of this research focuses on what to do and how to do so students can better grasp knowledge inherent to the Euclidean Special Geometry in a more meaningful and changing way, also that information may be kept longer in their brain, so it can last longer in the present and future. The methodological strategy adopted was the research-action, followed by the constant observance of a researcher on the matter with the purpose to ensure consistent results, which come from the use of a variety of data collector instruments, such as: Concept Maps, manipulatives, educational softwares and application of evaluative tests, besides the observations made throughout the process of investigation and the diagnosis itself. It is all due to the fact that we rely on the premise that knowledge is assimilated in particular and idiosyncratic ways, which means each and every student learns in different ways and in different periods of time. That is why it is so important to develop diversified methodologies to the same subject. This research adds to the other ones related to the theoretical frameworks of the Meaningful Learning Theory, of Concept Maps, of the use of technology on the educational process and of manipulatives, which purpose is to connect their common dots. This pedagogical intervention also focuses on the construction of the educational orientations with applicability directly on class, directed specially by the Mathematics teacher of the basic education, who might use them during your teaching practice. Such guidelines established here as an educational product aim to follow the Theory's assumptions that serves as basis to this research, thus becoming an educational element with a relevant significance. The results, with which we are faced, proved overwhelming to the proposed objectives in terms of learning, which were evident in the construction of Conceptual Maps, as well as in the use of Concrete Materials, in addition to serving as a motivational element to participating students of research. The results obtained are indeed reliable in terms of learning, considered the expected goals, and made us certain that the way we have approached the subject is consistent with a holistic education and that at the same time values the tiniest details, which are fundamental to all the learning-teaching process.

A compreensão de reação química como um sistema complexo a partir da discussão dos erros e dificuldades de aprendizagem de estudantes do ensino médio

The study of chemical reactions is among the most important contents to the understanding of Chemistry discipline in basic education. However, there are still few studies about chemical reactions as a complex system because, generally, this content is presented in textbooks, taught and even researched in a fragmented form. The thesis here presented aims to investigate, identify and characterize the mistakes and learning difficulties of the students about chemical reactions as a complex system, using for that purpose the analysis of the answers of 126 exams of candidates for the bachelor’s degree in Chemistry Teaching on the entrance exam for the Federal University of Rio Grande do Norte (UFRN). The mistakes and learning difficulties about the parameters ΔG°, Kp, Ea and of the calculation of the amount of substance in a chemical reaction have been identified, as well as the levels of development of the ability to interpret the chemical reaction as a system. The main theoretical source of this study is structured based on the mistakes and learning difficulties (NÚÑEZ, RAMALHO, 2012), of the chemical reactions as complex systems (NÚÑEZ, 1994; RESHETOVA, 1988; SANDERSON, 1968). As methodology, it was prioritized the analysis of the answers to the exams and the interview with the teachers. The results showed typical mistakes in the study of this subject, especially low levels and skill development. No student was able to integrate the different aspects in the systemic understanding of the chemical reaction. From the interviews with Chemistry teachers from High School, it was determined the reasons the teachers assign to those mistakes and learning difficulties. The interviews revealed that the teachers do not work in the perspective of integration of the contents which leads the students to present difficulties and make mistakes related to the content previously mentioned. The study presents a proposal for the organization of the contents of Chemistry discipline for High School as a possibility of a dialectic systemic integration of contents, understanding that this systematic vision, leads to important contributions to the development of the theoretical thinking of the students. We can mention as one of the conclusions of this study, the fact that the non-systemic organization of contents do not favor this kind of thinking in students.

Da arenga ao debate: o aprimoramento da competência argumentativa por estudantes do ensino médio

In order to understand the factors involved in the improvement process of argumentative competence by students of 2nd year of high school, we undertook a qualitative approach research and interventional nature, during which we adopted the conduct of participant observation in a school belonging to the state schools of Rio Grande do Norte, located on the outskirts of the city of Natal. The analyzed corpus consisted in the interim intervention and entails the answers to a semi-structured questionnaire, fourteen opinion articles and three regrados debates, produced by the students, in addition to video recordings of ten sessions and personal notes pertaining to another six, totaling sixteen sessions observed during the school year 2014. As the most important bibliographical references we study skills and reasoning from the perspective of discursive social interactionism. Analyzing the data we loan the principle of categorization, opting for critical-descriptive presentation and were revealed to us, via the classified evidences, that among the factors involved in the study process, it appears with more relevance to set up an effective intellectual community, which meets in constant interaction subjects, which alternate assuming the conditions of speakers and audience. The constitution of this community depends largely on the teaching mediation and is indispensable to the (re)design of the studied competence, in interactions with her the subjects afforded learn and develop their competence, reshaping the limits of their zone of proximal development.