Globos e mapas ao alcance das mãos : ensino de matemática numa perspectiva de alfabetização funcional na EJA

The following dissertation has as its main advantage the privilege of visualizing the literacy processes through the angle of the functional perspective, which does not see the literary process as a practice solely based on the decoding of alphabetical codes, and then allows for the opening of ample spaces for the allocation of mathematical skills in the realms of the functional literacy. The main object of this study was to investigate which are the contributions that a sequence of activities and of methodologies developed for the teaching of Geometry could provide for a part of the functional literacy process in mathematics of youngsters and adults of EJA, corresponding to the acquisition or to the improvement of skills related to the orientation capacity. The focus of the analyses consisted in the practice of these activities with the young and adult students of an EJA class belonging to a municipal public school of Natal/RN. The legacies of Paulo Freire about the redimensioning of the role of the teacher, of the students, of the knowledge and of their connections within the teaching-learning process, prevailed in the actions of the methodology implemented in the classroom and, especially, in the establishing of dialogic connections with the students, which directed all the observations and analyses regarding the collected information. The results indicated that the composition of articulations between the teaching of mathematics and the exploration of maps and the earth globe enabled the creation of multidisciplinary learning environments and situations, where we could observe, gradually, the development of procedures and attitudes indicating the evolution of space-visual type skills

Dificuldades no processo ensino aprendizagem de trigonometria por meio de atividades

This study analyses the difficulties that teachers of high school face in the process of the teaching of trigonometry through activities in a construtivist focus. It contains a review of some publications and dissertations related with the study of trigonometry elaborated in the last years by several authors. It resorts to the study of teaching engineering as an instrument used in the research. It also presents a set of activities which will serve as sample to other teachers of mathematics; and points ways for the overcome of the difficulties found

Reflexões sobre a construção e evolução de conceitos geométricos nas séries intermediárias do ensino fundamental

This thesis represents a didactic research linked to the Post-graduation Programme in Education of the Universidade Federal do Rio Grande do Norte which aimed to approach the construction of the geometrical concepts of Volume of the Rectangular Parallelepiped, Area and Perimeter of the Rectangle adding a study of the Area of the Circle. The research was developed along with students from the 6th level of the Elementary School, in a public school in Natal/RN. The pedagogical intervention was made up of three moments: application of a diagnostic evaluation, instrument that enabled the creation of the teaching module by showing the level of the geometry knowledge of the students; introduction of a Teaching Module by Activities aiming to propose a reflexive didactic routing directed to the conceptual construction because we believed that such an approach would favor the consolidation of the learning process by becoming significant to the apprentice, and the accomplishment of a Final Evaluation through which we established a comparison of the results obtained before and after the teaching intervention. The data gathered were analyzed qualitatively by means of a study of understanding categories of mathematical concepts, in addition to using descriptive statistics under the quantitative aspect. Based on the theory of Richard Skemp, about categorization of mathematical knowledge, in the levels of Relational and Instrumental Understanding were achieved in contextual situations and varied proportions, thus enabling a contribution in the learning of the geometrical concepts studied along with the students who took part in the research. We believe that this work may contribute with reflections about the learning processes, a concern which remained during all the stages of the research, and also that the technical competence along with the knowledge about the constructivist theory will condition the implementation of a new dynamics to the teaching and learning processes. We hope that the present research work may add some contribution to the teaching practice in the context of the teaching of Mathematics for the intermediate levels of the Elementary School

Dificuldades de aprendizagem do conteúdo de soluções: proposta de ensino contextualizada

The study of solutions is considered very important to chemist’s education because most of the chemical reactions occur in aqueous medium, being also required to understand other subject such as chemical changes, electrochemical and chemical balance. Nevertheless, it is noticed that many students indicate learning difficulties related to the content of solutions, how to pass among the macro-submicroscopic knowledge levels, and how to solve quantitative problems that demanding the establishment of a stoichiometric ratios. This thesis defended considers the use of contextualized teaching strategies about some subject associated to the study of solution, can foster student learning through reflection and understanding of their own difficulties, besides to provide motivation and active participation. The target group is formed by students of the undergraduate distance education with major in chemistry education of the Universidade Federal do Rio Grande do Norte (UFRN), and they were chosen because this education system is expanding and its learning difficulties publications number is reduced as well. Thus, the first methodological stage was to identify the student’s main learning difficulties associated to the study of solutions through literature sources. Next, using an adapted script of the Plano Nacional do Livro Didático para o Ensino Médio (PNLEM, Textbook National Plan for High School), the approach of the content of solutions printed in educational materials used by the target group was analyzed. Afterward, a teaching unit was planned in the last methodological stage and, finally, a new teaching unite was given with a sequence of contextualized activities such as video presentation, dialogued lecture, questionnaires application, exercises, and an experiment, where the target group’s main difficulties related to learning of solution were identified. The participants of the teaching unit activities had some learning difficulties in understand concepts of compound, ion, charge, entropy and solubility, as well as to identify the ion charge, interpret statements, decode tables, use the chemical language, perform mathematical calculations and use concentration units, similar results raised in the literature sources. In order to work on these difficulties, these students were encouraged to expose, question and test their ideas about the phenomenon under study, allowing learn from their mistakes and reflect on the organization strategy of scientific explanatory models they use. Therefore, activities and information about learning difficulties presented in this thesis need to be critical reflection object, because it can help both students in the process of acquiring knowledge about the content of solutions and professors in the planning of their lessons.

O ensino por investigação: construindo possibilidades na formação continuada do professor de ciências a partir da ação-reflexão

Studies and reflections about the current trends on teaching Science show us the importance of include in the teaching practice, activities with a investigative and problematic approach, that allow to the learners to understand and to apply concepts and phenomena scientifics. On this perspective, the teacher continuing education is essential to effect the practice of this approach in the classroom. Therefore, this research has as an objective to contribute with Science teacher continuing formation in the basic education, in the use of the investigative approach, with a view to overcoming obstacles and making change in pedagogical practice using this research elements. For this, a qualitative research with science teachers of basic schools in the city of Natal/ RN/ Brazil was held, who attended the training course on teaching by investigation in 2012, through the project entitled "Em Busca de Novos Talentos para a Ciência: uma intervenção no ensino público" (Searching New Talents for Science: an intervention in public education).The research was conducted in four stages: Diagnosis of the conceptions of education for research and incorporation into practice after the New Talents course; projection of the intervention, intervention and evaluation. To obtain the data it was made a questionnaire, semi-structured interviews, group studies, written records and participant observation. It was analyzed that the course had significant contributions to the participating teachers to promote the approach and the motivation for incorporation of the investigative approach in practice. The permanence of weaknesses related to the theoretical basis was found, the wear resistance, difficulty in planning activities and the change in practice, diagnosed the previous course of this research. It was also noticed certain lack of domain of teaching principles of investigation by the teachers, who despite being well understood in theory, reveal gaps in practice. Despite not having been exploited the full potential of investigative activity is apparent that the inclusion of activities with an investigative approach to science and biology classes is essential for an active, critical and reflective posture of the students as well as the interest in learning about science. It was demonstrated that intervention with moments of reflection, engagement, knowledge exchange, it was effective in overcoming difficulties identified at baseline as well as providing greater motivation to face the innovations and changes in education, suggesting an important format to considered in the course of continuing education. This is because the planning and replanning allow teachers to reflect and evaluate their practice, contributing to overcoming difficulties of teachers on a daily basis.

O ensino por investigação: construindo possibilidades na formação continuada do professor de ciências a partir da ação-reflexão

Studies and reflections about the current trends on teaching Science show us the importance of include in the teaching practice, activities with a investigative and problematic approach, that allow to the learners to understand and to apply concepts and phenomena scientifics. On this perspective, the teacher continuing education is essential to effect the practice of this approach in the classroom. Therefore, this research has as an objective to contribute with Science teacher continuing formation in the basic education, in the use of the investigative approach, with a view to overcoming obstacles and making change in pedagogical practice using this research elements. For this, a qualitative research with science teachers of basic schools in the city of Natal/ RN/ Brazil was held, who attended the training course on teaching by investigation in 2012, through the project entitled "Em Busca de Novos Talentos para a Ciência: uma intervenção no ensino público" (Searching New Talents for Science: an intervention in public education).The research was conducted in four stages: Diagnosis of the conceptions of education for research and incorporation into practice after the New Talents course; projection of the intervention, intervention and evaluation. To obtain the data it was made a questionnaire, semi-structured interviews, group studies, written records and participant observation. It was analyzed that the course had significant contributions to the participating teachers to promote the approach and the motivation for incorporation of the investigative approach in practice. The permanence of weaknesses related to the theoretical basis was found, the wear resistance, difficulty in planning activities and the change in practice, diagnosed the previous course of this research. It was also noticed certain lack of domain of teaching principles of investigation by the teachers, who despite being well understood in theory, reveal gaps in practice. Despite not having been exploited the full potential of investigative activity is apparent that the inclusion of activities with an investigative approach to science and biology classes is essential for an active, critical and reflective posture of the students as well as the interest in learning about science. It was demonstrated that intervention with moments of reflection, engagement, knowledge exchange, it was effective in overcoming difficulties identified at baseline as well as providing greater motivation to face the innovations and changes in education, suggesting an important format to considered in the course of continuing education. This is because the planning and replanning allow teachers to reflect and evaluate their practice, contributing to overcoming difficulties of teachers on a daily basis.

Intencionalidades e práticas na construção de metodologias o CEFET-SE

Successive curricular changes that occurred in professional education altered pedagogical practices, and these practices being developed by means of integrating projects, at Centro Federal de Educação Tecnológica de Sergipe (CEFET-SE), between 2001 and 2003, originated some questions which became the study object of this thesis. We search for theoretical support mainly in GEPEM research (GEPEM/UFRN) works and practices in order to analyze elements that emerged from this pedagogical practice. To do so, we take as main reference the research of qualitative approach. We developed documents analysis, interviews, considering three aspects: the scenery where these changes took place, the conception and implementation of the Integrating Projects for what, we ask support in pedagogy of projects studies and principles of interdisciplinary, and contextualization as curriculum structuring elements. This research brought out some difficulties, conflicts and possible consensus in developing the methodological strategies for the Projects. In this process of coexistence of the traditional and the new, of an unavoidable distance between what was thought and what was effectively done, elements for a new pedagogical practice emerged. This could be noticed in terms of participative work, formative moments, teacher s autonomy related to the pedagogical work. A new door could be open to the possibilities of taking conscience of accepting the differences and oneself autoexperimentation. These are the possibilities that make men, not being mere information deposit, can dialog and transform, producing his existence by this means. In the present case, the existence of being teacher, the build himself in the time of possibilities

Ensino de matemática pelo rádio (1950 1970): uma história falada e um documentário didático

This study aimed to describe and analyze aspects of the historical course of teaching Mathematics by Radio Experiences in Rio Grande do Norte, between the decades from 1950 to 1970 in order to organize a documentary (CD-ROM) containing information about Mathematics studied by Radio who have experienced it. In this, we use qualitative research. We seek support in the theoretical framework of cultural history and memory researchers as Certeau (1998), Chartier (1990), Le Goff (2008), Thompson (2002) and Peter Burke (2004). Moreover, we take the elements of oral history. We focus on the teaching of literacy and the primary of the Radio schools in two rural communities - Logradouro and Catolé - who are currently part of the city of Lagoa Salgada (RN) and, with respect to the Junior High School, we stopped in the Course of Madureza at Radio. We used as written sources, especially the documents found in the General Archives of the Archdiocese of Natal (RN) and the employees assigned by the participants of the survey. Our sources come from the oral testimonies of pupils and monitors Lagoa Salgada City, teachers, broadcasters and technicians of Rural Support Service (SAR) Natal (RN). In this study, we identify the geometry Cubação social practices of Lagoa Salgada students. Also identified in the research material, the Global Method with the pedagogy of Paulo Freire, that guided the production of lessons in literacy and primary courses. Content in Mathematics, we find traces of the trend-Empirical activist. In the course of Madureza, there was a tendency formal technique Fiorentini (1995). Finally, as a result of this study, organize and present a documentary (CD-ROM), along with the analysis of this study, containing the history of Mathematics teaching by Radio, from the speech of those who experienced Radio, emphasizing the methodology teaching developed in class, that serves as a reference material for students, professors and researchers.

Caracterização da área de Ensino de Biologia e Ciências no mestrado profissional da UFRN a partir das dissertações

The deployment of master professionals in Mathematics and Science Teaching by CAPES provided an interesting perspective, involving institutional incentive to upgrade teacher training in this modality. In this sense, the objective was to map the profile of the candidates in the Graduate School of Natural Sciences and Mathematics UFRN (PPGECNM), develop a database with specific descriptors for dissertations and research the group creation biology research and dissertations produced by graduate students in the Master course. This thesis has three threads, where the first is entitled: "The teaching of science as part of research: emergency, improvement and current reflections", giving a brief description of the creation of graduate studies and the emergence of Brazil in Science education. The second topic: "Professional Masters in Teaching of Natural Sciences and Mathematics-UFRN: candidate profile the biological ', shows the general characteristics of PPGECNM-UFRN and who are the candidates seeking the biological area of the Graduate Program. The third topic. "The construction and consolidation of the research group in biology education in PPGECNM-UFRN", a survey was made of data on the creation of the research group in biology education from the analysis of academic productions of teachers and masters graduates this Masters course, for those involved, some additional interviews about the experience in training in biology education. Data used in these investigations related to these students correspond to the technical product to be used in other studies profile teachers /dissertations from the PPGECNM / UFRN. Research shows that: the existence of a larger number of postgraduate courses in the field of Science Education provides greater productivity in academic research on the subject, the emergence of a research group on education in biology, tied to a post degree in education, is an attraction to strengthen lines of research in science education by teachers researchers in other disciplines, the candidates seeking permanent area for research in biology education signals the importance of this investment because if shows the need to search for the continuing education of practicing teachers, demands with interests in investigations from real problems from school

Versão breve da social rhythm metric: um instrumento para avaliar ritmo social de pacientes com acidente vascular cerebral

Stroke is a neurological disorder caused by restriction of blood flow to the brain, which generates directly a deficit of functionality that affects the quality of life of patients. The aim of this study was to establish a short version of the Social Rhythm Scale (SRM), to assess the social rhythm of stroke patients. The sample consisted of 84 patients, of both sexes, with injury time exceeding 6 months. For seven days, patients recorded the time held 17 activities of SRM. Data analysis was performed using a principal components factor analysis with varimax rotation of the full version of SRM in order to determine which activities could compose brief versions of SRM. We then carried out a comparison of hits, the ALI (Level Activity Index) and SRM, between versions, by Kruskal-Walls and the Mann-Whitney test. The Spearman correlation test was used to evaluate the correlation between the score of the full version of SRM with short versions. It was found that the activities of SRM were distributed in three versions: the first and second with 6 activities and third with 3 activities. Regarding hits, it was found that they ranged from 4.9 to 5.8 on the first version; 2.3 to 3.8 in version 2 and 2.8 to 6.2 in version 3, the first the only version that did not show low values. The analysis of ALI, in version 1, the median was 29, in version 2 was 14 and in version 3 was 18. Significant difference in the values of ALI between versions 1 and 2, between 2 and 3 and between versions 1 and 3. The highest median was found in the first version, formed by activities: out of bed, first contact, drink coffee, watch TV in the evening and go to bed. The lowest median was observed in the second version and this was not what had fewer activities, but which had social activities. The medians of the SRM version 1 was 6, version 2 was 4 and version 3 was 6. Significant difference in the values of SRM between versions 1 and 2 and between 2 and 3, but no significant difference between versions 1 and 3. Through analysis, we found a significant correlation only between the full version and the version 1 (R2 = 0.61) (p <0.05), no correlation was found with version 2 (R2 = 0.007) nor with version 3 (R2 = 0.002), this was finally a factor to consider version 1 as the short brazilian version of the Social Rhythm Metric for stroke patients