O ensino de matemática em duas escolas profissionalizantes: Brasil e Portugal, no per��odo de 1942 a 1978

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

N��meros Complexos: um estudo hist��rico sobre sua abordagem na cole����o Matemática 2�� ciclo

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

N��meros Complexos: um estudo hist��rico sobre sua abordagem na cole����o Matemática 2�� ciclo

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

O processo hist��rico de disciplinariza����o da Metodologia do Ensino de Matemática

Desde as primeiras d��cadas do s��culo XX, foi constatada nos curr��culos dos cursos de forma����o de professores a exist��ncia de uma disciplina cuja constitui����o, funcionamento e objetivos t��m como pressuposto ensinar a ensinar a matemática. Historicamente, a disciplina Metodologia do Ensino de Matemática tem aparecido nos cursos de Licenciatura em Matemática com distintas denomina����es. Ao longo dessas mudan��as, os pressupostos e as caracter��sticas dessa disciplina foram se modificando. Tomando como metodologia de pesquisa a an��lise documental e a história oral, e como referencial te��rico os estudos de Andr�� Chervel (1990), este trabalho teve como objetivo compreender o processo hist��rico de disciplinariza����o da Metodologia do Ensino de Matemática em cursos de licenciatura em Matemática de institui����es p��blicas de ensino superior do estado de S��o Paulo (USP, UNICAMP e UNESP-Rio Claro), buscando conhecer a g��nese e o desenvolvimento hist��rico da disciplina, identificando conte��dos e m��todos propostos bem como as mudan��as pelas quais passou a disciplina.

O papel das histórias com matemática na motiva����o dos alunos na resolu����o de tarefas matemáticas

Com este trabalho pretendo compreender o papel das histórias com matemática na motiva����o dos alunos durante a resolu����o de tarefas matemáticas, partindo das seguintes quest��es de investiga����o: a) Qual a rela����o que os alunos estabelecem com tarefas matemáticas constru��das a partir de modelos matem��ticos presentes em histórias? b) Que tipo de conhecimentos matem��ticos surgem quando os alunos resolvem tarefas constru��das a partir de um modelo matem��tico presente numa história? c) Como se desenvolve a comunica����o matemática dos alunos quando se utilizam tarefas constru��das a partir de modelos existentes em histórias? O trabalho foi realizado com uma turma de 2�� e 3�� anos de escolaridade, que t��m desenvolvido com a professora cooperante, ao longo do tempo, um excelente trabalho na disciplina de matemática. Para o desenvolvimento deste estudo optei por utilizar uma metodologia de investiga����o qualitativa, como investigadora participante. Saliento, ainda, que a recolha de dados ocorreu ao longo do est��gio da Unidade Curricular: Pr��tica de Ensino Supervisionado. Durante um total de onze aulas, a an��lise de dados baseou-se em registos de v��deo, produ����es individuais dos alunos, produ����es dos alunos em grande grupo, e ainda na observa����o das intera����es geradas durante a an��lise e discuss��o das estrat��gias apresentadas pelos alunos, durante a realiza����o das tarefas. As tarefas matemáticas apresentadas aos alunos, para o desenvolvimento deste estudo, surgiram de modelos matem��ticos presentes no conto ���Ainda n��o est��o contentes?���, inserido no livro Conto Contigo, de Ant��nio Torrado. Durante a realiza����o das tarefas foi poss��vel desenvolver conceitos que se inserem nos temas matem��ticos de N��meros e Opera����es e Medida. Os resultados deste trabalho, poder��o ser desenvolvidos no futuro, partindo de outros estudos e utilizando diferentes modelos matem��ticos, outras histórias, outros contextos educativos, de modo a que seja poss��vel provar que a matemática n��o tem de ser vista como uma disciplina dif��cil e angustiante para os alunos, porque existe sempre a hip��tese de atrav��s de histórias, envolver os alunos nas suas aprendizagens, motivando-os para realizar tarefas matemáticas e desenvolver conhecimento matem��tico.

Forma����o docente para a inser����o da história e filosofia da ci��ncia no ensino: textos hist��rico-pedag��gicos em discuss��o

The present dissertation focuses on specific problems in the educational context: challenges in the construction of historical narratives for pedagogical use as well as the difficult task of using them in the classroom. In this context, we seek to work in teacher training for insertion of History and Philosophy of Science (HPS) in classroom, and historical narratives become mediation elements to advance the dialogue with this specific audience. This initiative is in line with a recurring concern: one of the main challenges related to the didactic transposition of HFC would be the lack of teacher preparation. Historical contents and Nature of Science are still absent in classrooms. Insecurity and lack of knowledge by teachers are often mentioned as factors that contribute to this situation. It is important, therefore, that teachers (active and in training) take part in discussions concerning the inclusion of HPS in classroom. It is relevant that they know examples of historic-philosophical didactic proposals to address science and contents on science, develop skills to adapt them to their specific contexts and to develop their own proposals. It is believed that these issues are significant to undertake conscious initiatives to insert HPS in classrooms. It is considered that adapting educational proposals to particular educational contexts depends on understanding what these proposals indeed mean and how flexible they can be. In order to address these objectives, we elaborated an educational product, a didactic material focused on teacher training, which was used in an extension course at UFRN. The didactic material discusses the role of HPS in Education, Nature of Science and historiographical issues. It presents a series of dialogical activities on aspects of didactic transposition of HPS, especially those regarding historical narratives. A set of historicpedagogical texts on the History of Vacuum and Atmospheric Pressure is used as a mediation element in discussions. We address potential, possibilities and limitations historical narratives. To carry out the course, it was taken into account methodological concerns of so-called action research. There have been expected changes, modifications and effective actions in the own teacher training material in face of the experience of the researcher-lecturer in interactions with the participants of the course as well as in face of impressions reported by the participants. Developments in this direction have been incorporated into the teacher training material.

A linguagem audiovisual do cinema como elemento integrador da arte e ci��ncia na forma����o cultural dos professores de ci��ncias e matemática

This work aims to study about the importance of cinema for cultural and professional training of teachers of Natural Sciences and Mathematics. The educational potential of cinema is emphasizing by different authors, which also reveal the teachers' training gap in this issue (media). In this study, we defend the audiovisual language of cinema as an integrating element of Arts and Science for cultural and professional training of teachers. This subject has been developed by different authors, in which the emphasis has been the importance of intelligent dialogue with the world. Specifically, the training of science teachers and mathematics, by the approach of Cinema in its formation, It envisions the possibility of minimizing the dichotomy between humanistic and scientific training, already much discussed by some researchers. Educational products contribute to an effective experience and reflection on the cultural and educational role of the Seventh Art. Considering the Cinema as a possible "bridge" between the two cultures (scientific culture and humanistic culture) and promoting ownership of audiovisual language in teacher training It was accomplished the I Exhibition - Cultural Spring: Cinema and Science Education in UFRN. The production of the booklet "Topics of History, Language and Art of Cinema for Science and Mathematics Teachers," and its application in a short course in the XXI National Symposium on Physics Teaching also aimed to contribute to the approximation of Science and Art in training teachers.

Refletindo sobre a Pr��tica Pedag��gica O professor e o desenvolvimento da Comunica����o Matemática de uma turma do 5.��ano. Investiga����o sobre a pr��pria pr��tica.

Este relat��rio foi realizado no ��mbito da Pr��tica Pedag��gica do Mestrado em 1.�� e 2.�� ciclos do Ensino B��sico e integra duas componentes essenciais da mesma, a Reflexiva e a Investigativa. Na Componente Reflexiva podemos encontrar quatro reflex��es: as duas primeiras relativas ao trabalho desenvolvido no 1.��ciclo, em turmas do 2.�� e 3.��ano de escolaridade. Seguem-se as duas experi��ncias em contexto de 2.��ciclo, ambas com turmas do 5.��ano de escolaridade, nos grupos de disciplinas Portugu��s/História e Geografia de Portugal e Matemática e Ci��ncias Naturais. Destas reflex��es emanam as principais dificuldades sentidas na pr��tica pedag��gica, bem como parte das aprendizagens realizadas. A Componente Investigativa, por sua vez, apresenta um estudo desenvolvido no 2.��ciclo do Ensino B��sico, com a turma do 5.��ano de Matemática. O seu principal objetivo foi compreender de que forma uma professora, em contexto de forma����o inicial, desenvolveu a Comunica����o Matemática dos alunos. Partindo deste objetivo, procurou-se conhecer as estrat��gias que a professora adotou nesse sentido, quais as dificuldades que decorreram da implementa����o dessas estrat��gias e qual a natureza do discurso que predominou na sala de aula. Deste modo, (i) o questionamento foi uma das estrat��gias mais utilizadas pela professora para promover momentos de discuss��o de ideias em sala de aula; (ii) as dificuldades da professora passaram por colocar quest��es de forma clara e objetiva e que exigissem ao aluno um n��vel de racioc��nio elevado e (iii) o tipo de comunica����o predominante foi a contributiva.

Marcos da história da radioatividade e tend��ncias atuais

The first days of radioactivity, the discoveries of X-rays, radioactivity, of alpha- and beta- particles and gamma- radiation, of new radioactive elements, of artificial radioactivity, the neutron and positron and nuclear fission are reviewed as well as several adverse historical marks, such as the Manhattan project and some nuclear and radiological accidents. Nuclear energy generation in Brazil and the world, as an alternative to minimize environmental problems, is discussed, as are the medicinal, industrial and food applications of ionizing radiation. The text leads the reader to reflect on the subject and to consider its various aspects with scientific and technological maturity.

Modelagem matemática e simula����o num��rica do resfriamento r��pido de morango com ar for��ado

This work approaches the forced air cooling of strawberry by numerical simulation. The mathematical model that was used describes the process of heat transfer, based on the Fourier's law, in spherical coordinates and simplified to describe the one-dimensional process. For the resolution of the equation expressed for the mathematical model, an algorithm was developed based on the explicit scheme of the numerical method of the finite differences and implemented in the scientific computation program MATLAB 6.1. The validation of the mathematical model was made by the comparison between theoretical and experimental data, where strawberries had been cooled with forced air. The results showed to be possible the determination of the convective heat transfer coefficient by fitting the numerical and experimental data. The methodology of the numerical simulations was showed like a promising tool in the support of the decision to use or to develop equipment in the area of cooling process with forced air of spherical fruits.

Projeto de um cortador de base para colhedora de cana-de-a����car utilizando otimiza����o matemática

A base-cutter represented for a mechanism of four bars, was developed using the Autocad program. The normal force of reaction of the profile in the contact point was determined through the dynamic analysis. The equations of dynamic balance were based on the laws of Newton-Euler. The linkage was subject to an optimization technique that considered the peak value of soil reaction force as the objective function to be minimized while the link lengths and the spring constant varied through a specified range. The Algorithm of Sequential Quadratic Programming-SQP was implemented of the program computational Matlab. Results were very encouraging; the maximum value of the normal reaction force was reduced from 4,250.33 to 237.13 N, making the floating process much less disturbing to the soil and the sugarcane rate. Later, others variables had been incorporated the mechanism optimized and new otimization process was implemented .

Sociedade, cultura, matemática e seu ensino

One of the effects of the globalized world is a strong tendency to eliminate differences, promoting a planetary culture. Education systems are particularly affected, undergoing strong pressure from international studies and evaluations, inevitably comparative, and sadly competitive. As a result, one observes the gradual elimination of cultural components in the definition of education systems. The constitution of new social imaginaries becomes clear; imaginaries empty of historical, geographical and temporal referents, characterized by a strong presence of the culture of the image. The criteria of classification establish an inappropriate reference that has as its consequence the definition of practices and even of education systems. On the other hand, resistance mechanisms, often unconscious, are activated seeking to safeguard and recover the identifying features of a culture, such as its traditions, cuisine, languages, artistic manifestations in general, and, in doing so, to contribute to cultural diversity, an essential factor to encourage creativity. In this article, the sociocultural basis of mathematics and of its teaching are examined, and also the consequences of globalization and its effects on multicultural education. The concept of culture is discussed, as well as issues related to culture dynamics, resulting in the proposition of a theory of transdisciplinar and transcultural knowledge. Upon such basis the Ethnomathematics Program is presented. A critique is also made of the curriculum presently used, which is in its conception and detailing, obsolete, uninteresting and of little use. A different concept of curriculum is proposed, based on the communicative (literacy), analytical (matheracy), and material (technoracy) instruments.

História do lazer na natureza no Rio de Janeiro entre 1779 e 1838 : um estudo de caso

Universidade Estadual de Campinas . Faculdade de Educa����o F��sica

Comit�� Paral��mpico Brasileiro : 15 anos de história

Universidade Estadual de Campinas. Faculdade de Educa����o F��sica

Uma cole����o de história em um museu de ci��ncias naturais: o Museu Paulista de Hermann von Ihering

Instalado em um edif��cio-Monumento, data de 1895 a inaugura����o do Museu Paulista. Seu primeiro diretor, o zo��logo Hermann Von Ihering (1895-1916), teve a tarefa de organizar suas vastas cole����es, as quais possu��am objetos de diversos ramos do conhecimento, entre eles, a História. Este artigo tem a inten����o de entender a dimens��o, din��mica e concep����o desta cole����o de História, que recebeu pouca aten����o da Historiografia relativa ao tema.