Ensino de ciências e matemática, V: história e filosofia da ciência

Organizado por Ana Maria de Andrade Caldeira, este livro é composto por 16 capítulos escritos por professores e pós-graduandos de diversas especialidades científicas. Eles procuram problematizar questões fundamentais para o ensino de disciplinas como Biologia, Física e Matemática. Os autores apresentam estudos teóricos e empíricos com conteúdos extraídos da História e Filosofia das Ciências, tentando, ao mesmo tempo, lançar um olhar para a sala de aula, localizando e criticando conceitos que, eventualmente, são trabalhados de forma distorcida ou inadequada, com reflexos diretos e negativos na prática docente e na disseminação do conhecimento científico. Organizado de forma didática, o livro se divide em quatro grandes subáreas, cada uma delas agrupando estudos sobre diversos temas afins da Matemática, Física, Química e Biologia, respectivamente. O fio condutor da obra está na interface que todos os autores constroem entre o tema discutido e a História ou a Filosofia referentes aos quatro grandes blocos que o livro aborda. Embora denso e bastante específico, trata-se de um trabalho de leitura agradável.

A leitura dos enunciados dos problemas matemáticos e as estratégias para a resolução por alunos do 9º ano do ensino fundamental

Pós-graduação em Educação - FFC

Prática docente e a resolução de problemas matemáticos no contexto de mudança curricular do Estado de São Paulo: utopias e desafios

Pós-graduação em Educação para a Ciência - FC

Indícios da presença de fundamentos semióticos na literatura da Ciência da Informação

The interfaces between Semiotics of Information Science must also be analysed from a broader perspective, searching for signs of interdisciplinary involvement. So, as a complement to a theoretical study on the semiotic foundations of document analysis and information mediation, we undertook the analysis of the presence of semiotic perspectives in the Information Science literature —journals papers, conference proceedings and theses. The results showed that the semiotic studies related to the information analysis and information mediation are in an incipient stage, especially in Brazil, in spite of a substantial increase in the number of publications.

A História e Filosofia da Ciência: Contribuições para o Ensino de Ciências e para a formação de professores

This article integrates results from reflections on the importance of history and philosophy of science for science education and teacher training. Centrally, was based on results from reflections on the importance of this knowledge for teacher training and action planning of science teaching by the teacher, through a thematic approach. To address this latter topic, we attempted to do so by considering the action planning of science teaching in elementary schools. This option is due to the fact that in the discipline, be clearly stated the broad reach of its area, to integrate knowledge about nature, human beings and technology, among others, in a historical and philosophical perspective.

Fundamentos das políticas de ação afirmativa etnicorracial no ensino superior

This article aims to contextualize the educational affirmative action policies for ethnic racial groups in Brazilian legal system, present the main philosophical fundamentals that support these educational policies and discuss the validity of those fundamentals. In the legal context, the principle of substantive equality and the fundamental objectives of the Federative Republic of Brazil, positivised in the Constitution of 1988, as well as the International Convention on the Elimination of All Forms of Racial Discrimination, allow the implementation of these policies. The philosophical fundamentals presented in this article are the thesis of compensatory justice and the thesis of distributive justice. The thesis of distributive justice has been refuted by logical legal arguments and by analysis of the right to higher education positivised in the Constitution. The thesis of compensatory justice has been considered a valid argument to support affirmative action policies, due to historical facts and sociological factors existing in the Brazilian context. It is concluded that the affirmative action policies for ethnic racial groups should be part of the Brazilian social policies, but these affirmative action policies should not invade the context of higher education, since the intended purposes are unrelated to this.

Reflexão sobre pesquisa colaborativa: articulações escola e universidade (Ciência do Sistema Terra, Currículo e Formação de Professores)

This work was born from public presentation done during 8th Meeting in High Level Education Program at University Moura Lacerda, Ribeirão Preto, SP, Brazil, in October 2012. That time showed up theoretical hypothesis of teacher education done by a collaborative research group of teachers and researchers and main results for Pedagogy course and students of basic levels. This paper intends to show up the findings of researches done by group of studies for Earth System Science and teacher education. The aim is to think about curriculum politics and teacher education from teachers’ practices, researches and studies on high school level. Moreover, we show up theoretical fundamentals which guide our actions and think. After we treat of organization, results and curricular innovations guided by Earth System Science and how that changes the view of nature of teachers and students. Qualitative methods of research help to describe curricular processes collectively done together with teachers of public schools. Our findings show up that teacher education must be a long, collective and interactive process to prepare high level teachers and researchers for teaching and teacher education.

Ensino de literatura: possível humanização do indivíduo no contexto da atual sociedade

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Geografia e novas tecnologias: o centro integrado de alertas de desastres naturais (CIADEN) como proposta de prática pedagógica para o ciclo I do ensino fundamental

This research work aims to analyze and understand the teaching of geography in the perspective of historical and critical pedagogy, with the object of analysis, the Center for Integrated Natural Disaster Alerts (CIADEN) for students in Cycle I of the Elementary School, located in Etec “Astor de Mattos Carvalho”, in Cabrália Paulista-SP. Deepening the knowledge of geography teaching in a critical and controversial about the bad weather and the use of new technologies to transform the social order and its relationship with the environment. Contributing to the students and the community have a new proposal for action from the content learned, capable of solving the present and future with respect to weather, climate and natural disasters. To implement a culture of prevention and risk perception, providing the diffusion of knowledge socially useful

O desenvolvimento de habilidades argumentativas no ensino médio: perspectiva a partir de um minicurso investigativo com base na história da ciência

The performance of investigative activities with lessons in teaching Science and Chemistry has promoted meaningful learning of scientific knowledge. This study aimed to develop the links between higher education for research and skills argumentative, aimed at building the scientific concept on combustion of the candle in a closed container, for students from two classes of 3rd year of high school, two city schools Bauru, São Paulo. We decided to do a short course investigative, to respond argumentative skills which are developed during the minicourse using investigative activities, knowledge from the history and philosophy of science. The results were gathered from analysis of video recordings of episodes of the short course in both the groups, to produce a higher rate of use of argumentative skill, which were classified into categories according to the prior knowledge of the subject, 'factual knowledge' , 'understanding of concepts' and 'reasoning and analysis.' From the information obtained, it was found that both the teachers and the students were consistent in their actions, and that the activity of reasoning is key to learning. Thus, one can realize that knowledge is not acquired all at the same time, each individual depends on the mediation of the teacher in order to reach different design more appropriate teaching and investigative linked with the argument can be the key tool to acquire this knowledge

O ensino de Física e os museus de ciência

Based on the ideas of Gaspar and Marandino, discuss the teaching of physics through Museums and Science Centers, drawing on ideas such as: Scientific Literacy, Informal Education and Zone of Proximal Development. We visited and analyzed the museums: Museum of Energy Rio Claro - Mill Park Corumbataí, Catavento Culture and Education - Social Organization of Culture, Centre for Scientific and Cultural (CDCC) and Studies Center of the Universe - CEU. Point out elements of these museums that benefit the formal teaching of physics in schools, as well as positive elements of schooling that maximize the experience of museum visits

Modelos Matemáticos e Computacionais no Manejo Integrado de Pragas

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

O casamento entre o ensino religioso e as teses pós-modernas

This paper aims to base the thesis that the varied currents of the post-modern thought, in so far as have recourse to relativism to a greater or lesser degree, contribute to the legitimation of the religious education in public schools and, in a broader aspect, the religion in the public spaces. The methodological resource used to demonstrate the link between post-modern thought and religious education is the analysis at the historical and dialectical materialism perspective of publications produced to increase teachers on this discipline that is, in compliance with the Constitution, optional for students and mandatory for public elementary schools. The subject of this analysis is the learning content and has as prime concern to highlight the discourse of legitimation recurrent in authors when it is explicit in itself and explicit when it does not. The “religious education in public schools” as object of study allows us to understand the relationship between the post-modern thought, with its hegemony space within the human sciences and contextualized in the neoliberal economic environment, and the “learning to learn” pedagogies currently hegemonic in the educational landscape. We intend to contribute to the legal debate on laity, the philosophical debate on post-modernism and especially to the debate on the pedagogical theories in the educational fundaments.

A formação de professores para o ensino de ciências nos anos iniciais da escolarização: reflexões e perspectivas para a exploração da natureza da ciência

O objetivo deste estudo é apresentar e discutir aspectos da formação de professores para o ensino de ciências nos anos iniciais da escolarização, focalizando abordagens que podem ser contempladas nos processos formativos para uma adequada compreensão da natureza da ciência. Desenvolvemos um estudo teórico, a partir da literatura científica, apresentando e discutindo algumas propostas: trabalhar a história e filosofia da ciência; inserir práticas diversificadas como a experimentação em uma abordagem investigativa; explorar a relação CTSA; usar diferentes fontes para estudo, preparação das aulas e seleção de atividades. Entendemos que trabalhar nesse sentido pode contribuir para a valorização da área de Ciências por parte dos professores em formação e para o enriquecimento da prática educativa com as crianças.