Ensino de matemática, história da matemática e artefatos: Possibilidade de interligar saberes em cursos de formação de professores da Educação Infantil e anos iniciais do Ensino Fundamental.

This work is located at the shield of research that defends the use of Mathematics History, based on the utilization of historical artifacts at teaching activities, at Mathematics classrooms, and at graduation courses for teachers of Elementary School and of the first grades of High School. The general objective is to examine the possibility of the use of historical artifacts, at teaching activities, at graduation courses for teachers of Elementary School and of the first grades of High School. Artifact, at this work, is comprehended as objects, documents, monuments, images and other kinds of materials that make sense to the Human actions at the past and that represent what have been said and done at the Human history. At the construction of the theoretical-methodological way of the research we have based ourselves upon the ideas of the authors that are engaged at the teachers formation; at researchers adherents to the use of Mathematics History (MH) as a methodological resource, and at studies accomplished that elucidate the role of the artifacts at the history and as a mediatory element of learning. We defend the thesis that the utilization of historical artifacts at teaching activities enables the increasing of the knowledge, the development of competencies and essential abilities to the teacher acting, as well as interact at different areas of the knowledge, that provides a conception of formation where the teacher improves his learning, learning-doing and learning-being. We have adopted a qualitative research approach with a theoretical and pratic study disposition about the elements that contribute to the teachers works at the classroom, emphasizing the role of the Mathematics history at the teacher s formation and as a pedagogical resource at the mathematics classroom; the knowledge, the competencies and abilities of the historical artifacts as an integrative link between the different areas of the knowledge. As result, we emphasize that the proposition of using the MH, through learning activities, at the course of teacher graduation is relevant, because it allows the investigation of ideas that originate the knowledge generated at every social context, considering the contribution of the social and cultural, political and economical aspects at this construction, making easy the dialog among the areas and inside of each one The historical artifact represents a research source that can be deciphered, comprehended, questioned, extracting from it information about knowledge of the past, trace and vestiges of the culture when it was created, consisting of a testimony of a period. These aspects grant to it consideration to be explored as a mediatory element of the learning. The artifacts incorporated at teaching activities of the graduation courses for teachers promote changes on the view about the Mathematics teaching, in view of to privilege the active participation of the student at the construction of his knowledge, at the reflection about the action that has been accomplished, promoting stimulus so the teachers can create their own artifacts, and offer, either, traces linking the Mathematics with others knowledge areas.

O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental

This collaborative research is a qualitative approach, from historical and cultural perspective, made about a teacher of third grade of basic education in the area of history, in the municipality of Caicó / RN. It has as objective to investigate, in a collaborative action, if the design process of teaching and learning the discipline of history based on the relationship before / after allows the development of critical reflective thinking of the teacher in school practices. The theoretical and methodological approaches are supported in the postulates of Vygotsky (1998), Rubinstein (1973) and Linblinskaia (1979), among others, whose understanding has led us to reflect if the teacher develops the reflective critical-thinking in history discipline classes. The complexity of the study led us to an analysis exercise, using different methodological procedures, such as: bibliographic review of the literature, considering also the literature of the history area, interviews, observation in the classroom, video recordings and reflective sessions, enabling clarify the construction and reconstruction of thought that the teacher had been developing during the process of teaching and learning. The test results point to a dichotomy between theory and practice, and also to a certain fragility in the position of professor in teaching and learning the discipline of history, at the third grade of basic education. The teacher recognizes that she requires a theoretical deepening with more intensity, as a process of continuous training to improve the practice of teaching in history school, though, stating in her speech that her teaching practice is based on critical reflection. However, she presents serious limitations in classroom practices. We conclude that, although she has shown willing to work on a critical perspective of reality, showed also poor change at school practices, starting to reflect about her own actions, pointing her limits and the changes needed that didn t become reality yet. It s necessary a formative process for her. The study therefore showed that even with the sessions and reflective of deepening theoretical studies, the teacher does not change its profile, while maintaining its traditional vision in any pedagogical action. This research recommends the formation of school groups for further studies and discussion on the practices of education in history area from a reflective-critical thought perspective as a mean of personal and professional development

Utilizando processos geométricos da história da matemática para o ensino de equações do 2º grau

The present work had as principal objective to analyze the, 9th grade students understanding about the solutions of an equation of the 2° degree, using geometric processes of the History of the Mathematics. To do so, the research had as base the elaboration and application of a group of teaching activities, based on Jean Piaget's construtivism. The research consisted of a methodological intervention, that has as subjects the students of a group of 9th grade of the State School José Martins de Vasconcelos, located in the municipal district of Mossoró, Rio Grande do Norte. The intervention was divided in three stages: application of an initial evaluation; development of activities‟ module with emphasis in constructive teaching; and the application of the final evaluation. The data presented in the initial evaluation revealed a low level of the students' understanding with relationship to the calculation of areas of rectangles, resolution of equations of the 1st and 2nd degrees, and they were to subsidize the elaboration of the teaching module. The data collected in the initial evaluation were commented and presented under descriptive statistics form. The results of the final evaluation were analyzed under the qualitative point of view, based on Richard Skemp's theory on the understanding of mathematical concepts. The general results showed a qualitative increase with relationship to the students' understanding on the mathematical concepts approached in the intervention. Such results indicate that a methodology using the previous student‟s knowledge and the development of teaching activities, learning in the construtivist theory, make possible an understanding on the part of the students concerning the thematic proposal

Iconografia humorística no ensino de História :modalidade de uso na sala de aula

Plongés dans le temps présent, les dessins humoristiques, par la capacité de représenter, de suggérer et de communiquer une idée, marquent présence à l école et dans la salle de classe. Caractérisés par l utilisation d éléments comiques, satiriques et irôniques, outre la nature persuasive, ces dessins possibilitent le lecteur de faire une lecture critique des événements sociaux et politiques de notre société. En tant que langage visuel, structuré dans les formes verbale et icônique, de même que par le caractère analogique de représentation, les dessins humoristiques constituent un excellent recours pédagogique. Toutefois, ils sont longtemps restés inaperçus par l école et, seul récemment, ils sont devenus objet d investigation de la part des historiens. Dans ce sens, nous nous sommes proposés, dans cette étude, à analyser l utilisation de ces dessins par les professeurs d histoire des écoles publiques nommées Centros Paraibanos de Educação Solidária (CEPES), de João Pessoa, capitale de l Etat de Paraíba, en vue d appréhender et de discuter la façon dont ces professeurs font usage de ces dessins dans leur pratique pédagogique. Par le moyen des actions des professeurs, conçues comme des arts de faire, selon Certeau, et par l identification des usages qui se caractérisent comme des tactiques, nous avons essayé de percevoir comment se réalise le rapport humour et histoire, en salle de classe. La systématisation, la catégorisation et la narration des pratiques pédagogiques observées ont été réalisées par l analyse des questionnaires et des interviews appliqués aux professeurs et élèves, ainsi qu à l observation des classes. Notre recherche s est fondée sur les théories de Roger Chartier et Michel de Certeau, dont les concepts de représentation et d appropriation, d usages et de tactiques nous ont aidé à comprendre la forme par laquelle les sujets incorporés au quotidien de la salle de classe se sont appropriés de la dimension imagétique à travers l humour. A partir des concepts d usage et d appropriation nous avons identifié dans les actions et les parlers, la façon dont les dessins humoristiques sont travaillés par les professeurs. Conçus comme des registres visuels qui relatent des questions sociales, politiques et économiques, ces dessins sont perçus comme des registres visuels qui relatent des questions sociales, politiques et économiques, identifant, ainsi, les adversités du présent, dans le monde social

Há possibilidade do ensino da história desenvolver o pensamento teórico?

The expectation that there is a relationship between the teaching of history and the development of theoretical thinking , this study aimed to examine this relationship with the collaboration of two teachers who teach in the fourth year of elementary school in a public school in the city of Mossley - RN . Sues the theoretical and methodological contributions are identified with the history Dialectical Materialism . The methodological approach was collaborative research . Was based on studies of Vygotsky ( 1998, 2001 ) , Rubinstein (1965 , 1973) , Ibiapina (2007 , 2008) , Afanassiev (1985 ) , Goes (2003 ) , Ferreira and Ibiapina (2005 , 2006, 2007 ) , Davydov (1981 ) , Glenisson (1991 ) among others . The methodological procedures consisted of : meetings , questionnaire , interview , cycles of reflective studies , reports of experiences and reflective session. For data analysis , we used the methodology of conceptual elaboration , proposed by Ferreira (2009 ) and the shares of reflection proposed by Magalhães (2000 ) . Data analysis indicates the predominance of empirical thinking of collaborating both with regard to the process of design and ( re ) development of the concepts of history and theoretical thinking on the relationship between history teaching and the development of theoretical thought . However , we see the beginning of the start of the change process in thinking the teaching of history

Vídeo-aula de história da matemática: uma possibilidade didática para o ensino de matemática

In this work we are disagreeing with the possibility of production and of the use of video-class for the disciplines of history of mathematics by the teachers of elementary e middle school as a way to contribute to the development of their classes. Our goal is to provide to the mathematics teachers the option of connecting social, scientific, cognitive, and didactic aspects of topics in math thoughts to their students. That shall be based in the presence of mathematics in the history of humanity. Thus, we consider possible that teachers and their students can link and relate mathematics to other sciences, education culture, and reflect about the many ways of represent them, as well as the patters of organization of nature and of culture. In this way, they shall be able to observe and interpret situations that involve mathematical questions associated to the various means of historic-epistemological studies already done by other researchers and scholars in the field of history of mathematics who works in creating video-classes. In addition to that, we can use all the available media in order to give edifying dynamics to the mathematical formulations established throughout history. In this sense, we are based and focused on the objectives, which are sustained by educational computer technology, techniques for video making, as well as mathematical teaching proposals and the historical inquiring made by Mendes (2001, 2009a, 2009b). The validating experimentation allowed us to conclude that the techniques we used in the production of the history of mathematics video-classes proved they to be valid ones. They are able to be executed with the minimum of technological resources. In addition, they have the same efficacy as far as classroom use

História da ciência como estratégia didática no ensino médio: um breve olhar de conteúdos da óptica

From a critique of aspects of the current teaching of physics, we propose in this paper an investigation into the conceptions of Nature of Science (NOS) submitted by students from the high school level, as well as the inclusion of discussions about some elements of NOS, through the History and Philosophy of Science, understanding them as facilitating strategy for more effective learning of Physics and, more specifically, the contents of optics. Based on the historical period corresponding to Greek antiquity to the mid-nineteenth century, built and applied a teaching unit to a high school class at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) Ipanguaçu campus. Our teaching unit involved the reading and interpretation of texts with historical content, observation and assembling five experimental activities, among other activities. Data analysis occurred through questionnaires investigative applied before and after the completion of the teaching unit, as well as questionnaires for content present in the texts. Although not significant, the results indicated that the application of the teaching unit allowed the (re) construction of some conceptions about NOS targets students present in our work, and contribute to a better learning content and greater optical science approach and its nature

Fontes primárias da história do vácuo e da pressão atmosférica na sala de aula: cartas e jornais históricos em articulação com o livro-texto do ensino médio

The use of the History and the Philosophy of Science (HPS) for the teaching of science and scientific subjects has been advocated in recent decades. It has been pointed out that the History of Science could make for a deeper learning of scientific concepts, since it would promote a contact with the problems which that knowledge has set out to solve. Furthermore, historical episodes would serve to put the discussions about the nature of scientific knowledge into context. With a view to explore those potentialities, the literature in the field has sought to identify the challenges and obstacles for the didactic transposition of subjects from the History of Science. Amongst many aspects, the deficiencies in the training of teachers, so that they can work with the insertion of HPS in the classroom have been highlighted. Another aspect that has been mentioned to be a challenge has to do with the didactic transposition of the Primary Sources, that is, of the original texts on the History of Science. The Primary Sources have significant potentialities: making a connection possible between scientists and concepts, showing the difficulties faced during scientific endeavors, perceiving the role of mistakes as obstacles to be surpassed, not as defeat, etc. On the other hand, there has been little exploration of these concepts in an educational context, due to their own peculiarities. The original texts are often hard to understand and their interpretation demands knowledge of the historical and scientific context in which they were written, as well as skills pertaining to the conduction of research in the field of the History of Science. With this scenario in mind, the research towards this Professional MSc degree starts from the challenge of elaborating and discussing proposals which could enable the didactical transposition of the Primary Sources. We have worked specifically with Primary Sources on the History of the Vacuum and of the Atmospheric Pressure, because of the insertion of these subjects in the Brazilian High School curriculum, in connection with the didactical textbooks. "Historic Journals" were made up from clippings of the original historical texts, as was a Didactical Unit, which takes the usual textbooks as a basis and contemplates using the Journals and the entire Primary Sources in High School. At last, we have elaborated and implemented a course designed for the preparation of teachers and for being an opportunity for the discussion of the feasibility of putting these kinds of proposal into practice

Uma proposta metodológica do ensino da química para alunos da Zona Rural :O estudo do leite

La enseñanza desarrolló, así como los métodos y las técnicas de enseñar. Aquí el he/she piensa un método instrucción, en que el estudiante está más de un oyente simple: además la parte íntegra, él se llama para intervenir continuamente, mientras tocando una parte ancho, interactivo e involucrando, del contextualização del tema para ser trabajado -inclusivo, asocie día a día al his/her y contextual al programa de la disciplina de Química, hasta la manera como ese tema debe explorarse. La leche, el tema pone en correlación al origen del grupo de los estudiantes seleccionados, fue explorado, dentro de una visión sistémica, bajo el punto de vista de la composición de las propiedades de la industrialización y de la comercialización. Buscando prever los caminos de la construcción y organización del conocimiento de los estudiantes, se usó el modelo de administración mental de Antoine de La Garranderie y la teoría de aprender de Ausubel. El conocimiento de los estudiantes se supervisó antes, durante y al final de las actividades desarrolladas, práctica que permitió verificar la evolución y el nivel de asimilación conceptual de éstos con respecto al tema en el estudio. El análisis de los resultados obtenidos, después de la aplicación de una encuesta que contempla veinte asuntos, todo pertinentes al tema, demostró un nivel del uso sobre el promedio, lo que merecido la pena el método de enseñanza propuesta

O ensino de conteúdos de História e Filosofia da Ciência

O presente trabalho de pesquisa consistiu em duas etapas: (i) produção de um Guia de Estudos em que a história das pesquisas sobre a febre amarela (1881-1903) foi usada como subsídio para a discussão de alguns importantes aspectos do processo de produção de conhecimentos na ciência; (ii) realização de experiência pedagógica em que o Guia de Estudos foi aplicado junto a alunos do ensino médio. Os resultados obtidos forneceram evidência da viabilidade do uso da História da Ciência no Ensino de Ciências.

Memórias de uma Escola Isolada Rural: estudo de um Livro de Visitas (1928-1948)

Cet article étudie le livre de visites de l'ancienne école mixte de la Fazenda Ponte Alta/Bela Vista, liée au groupe scolaire de la ville de Bariri, dans l'état de São Paulo (SP). À partir des registres de vingt ans d'activités (1928-1948), nous retraçons les exigences des inspecteurs primaires et si ces exigences provenaient (ou non) de professeurs et de la communauté paysanne pour ébaucher un cadre socio-historique de l'enseignement des premières lettres dans la zone rurale de l'intérieur de l'état de São Paulo. Il en résulte que le discours qui défendait l'égalité de chances pour les populations urbaines et rurales négligeait généralement le besoin de promouvoir l'égalité de conditions pour que la communauté rurale puisse profiter des chances qui lui étaient promises.

Efeitos da história térmica nas propriedades do polímero pet: um experimento para ensino de análise térmica

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

História da ciência, interdisciplinaridade e ensino de física: o problema do demônio de Maxwell

Propomos que uma evolução de idéias científicas seja usada como instrumento de aprendizagem de conteúdos específicos e, em particular, para ressaltar como os conteúdos se articulam entre as disciplinas. Como exemplo, apresentamos um estudo sobre a proposta do demônio de Maxwell e discussões sobre sua exorcização, isto é, um estudo sobre a compreensão da natureza de um ser inteligente que atua dentro de um sistema físico e de como seria essa atuação. Estão envolvidos nesse problema fenômenos relacionados com várias teorias - Termodinâmica, Física Molecular, Mecânica Estatística, Teoria da Informação - dentro das disciplinas de Física, Química, Biologia, Computação. Entre diversas questões epistemológicas e conceituais aí contidas, será enfatizada a questão do objeto limitado de uma eoria científica, isto é, da limitação de seu significado aos fenômenos por ela compreendidos. A delimitação dos fenômenos estudados e as teorias e técnicas caracterizam a compreensão que vai realizar sua emergência concreta nos laboratórios. Essa compreensão vai dar também a possibilidade de atuação interdisciplinar.

Recursos e condições adversas na história pregressa de crianças de 4ª série do ensino fundamental

Pós-graduação em Educação Escolar - FCLAR