Uma an��lise do ensino de Geografia utilizando as representa����es cartogr��ficas no 2º ciclo nas escolas p��blicas de Natal - RN

An��lisis de Ensino de la geograf��a usando las representaciones cartogr��ficas en el ciclo 2º en las escuelas p��blicas de Navidad - RN, en la vista de la relaci��n teo'rico-pra'ctica dividida en dos, en cuanto a la aplicabilidad verdadera de estos recursos en la educaci��n de la geograf��a. Este an��lisis entiende una revisi��n bibliogr��fica, a la luz de teor��as y de conceptos en el proceso de la educaci��n y de aprender de la geograf��a y el uso de los recursos de los geocartogr��ficos el largo de historia. El objetivo para caracterizar pertenecer al espacio de la escuela, a la escuela en la comunidad, a la educaci��n de la geograf��a y al uso de los recursos cartogr��ficos, la importancia de los recursos did��cticos como ayudas de los metodol��gicos en la educaci��n de la geograf��a, la direcci��n de se��alar soluciones para mejorar las lecciones en Ensino básico, y comtemplaba preguntas primordiales relativas a los profesores pr��cticos; para la comprensi��n, mientras que profesional de la educaci��n, la lucha para la valuaci��n de la ense��anza y la educaci��n p��blica; para la importancia social de la mejora de la formaci��n de profesores de la educaci��n b��sica, en el ejercicio completo de las actividades de ense��anza, y para el acceso a las fuentes y a los espacios de la investigaci��n donde ejercemos la funci��n del profesor del formador en el Instituto de Educaci��n Superior Presidente Kennedy IFESP

Sequ��ncias de Fibonacci e a Raz��o ��urea - aplica����es no ensino básico

This thesis aims to present a study of the Fibonacci sequence, initiated from a simple problem of rabbits breeding and the Golden Ratio, which originated from a geometrical construction, for applications in basic education. The main idea of the thesis is to present historical records of the occurrence of these concepts in nature and science and their influence on social, cultural and scientific environments. Also, it will be presented the identification and the characterization of the basic properties of these concepts and howthe connection between them occurs,and mainly, their intriguing consequences. It is also shown some activities emphasizing geometric constructions, links to other mathematics areas, curiosities related to these concepts and the analysis of questions present in vestibular (SAT-Scholastic Aptitude Test) and Enem(national high school Exam) in order to show the importance of these themes in basic education, constituting an excellent opportunity to awaken the students to new points of view in the field of science and life, from the presented subject and to promote new ways of thinking mathematics as a transformative science of society.

O Curso Normal de 1�� Ciclo em Assu/RN (1951-1971)

The aim of this research is the analysis of the history of the Normal Course in the 1st period in Assu, Rio Grande do Norte, since its foundation by the state law no. 621, de 06 December 1951 until its demise, with the implementation of the Course of the Magisterium, by Federal Law 5692 from August 11, 1971. The goal is to answer how it was constituted the operation and the educational practices of this institution, teacher trainers, throughout its existence. For this, we analyze the institution's documents in focus interviews, legislation, of the education, newspapers and books of the season, guiding itself by the studies of Chartier (1991), Elias (2001), Certeau (2001), Frago (1995), Magalh��es (2005) and Julia (2001). When dealing with an educational institution, the central category of analysis is the school culture, in which supported the cutting of specific categories of study: the entrance into the Normal Course, the conferring of a degree, the "Normalista Week‖ in Assu and formative elements. The Normal Course from 1st cycle formed teachers in a basic level, differing themselves from schools of teacher education of 2nd Cycle. It was founded in Assu as Regional Training Course and called Gin��sio Normal in 1961.In the temporal cut studied, 279 women and 07 men were graduated as Regents of Elementary School, demonstrating a school attended virtually by women. In the narrative, it is restored to the inclusion of female students in the Normal Course, focusing on the processes of registration and the admission exams, graduation events, imbued with discourses on the social role of the teacher and the Party Normalista Week, which valued the sense of belonging with of students to the profession. Through theater plays in the school, of practices forming behaviors and stages of female students in elementary school, training elements are reassembled, demonstrating the discourse of modern education intermingled with the Christian Catholic values of the culture for female education. The reconstruction of the historical identity of this institution sometimes close, sometimes unique, when confronted with other schools of teacher training brings a contribution to the setting of the history of schooling in the state of Rio Grande do Norte

Uma justificava da validade do teorema fundamental da ��lgebra para o ensino m��dio

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