Atividade docente e Educação Especial: dos encaminhamentos históricos ao contraponto Histórico-Cultural

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Introdução a álgebra no ensino fundamental: o “X” da questão

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Formação continuada de professores na perspectiva crítica: contribuições à prática docente

Teachers’ formation presents itself, nowadays, as one of the challenges to Education. Th is article looks forward to analyze the teachers’ continuing formation, taking as basis the refl exive critical perspective with a view to autonomy and emancipation of the teachers’ practice. Th e comprehension of the education that aims the critical citizen formation and the emphasis on the constant teachers’ qualifi cation, having the school as privileged locus for formation and critical refl ection as a principle, are themes to be approached in this paper.

Quais saberes são mobilizados para suprir as lacunas na formação inicial referentes à história da ciência?

Nowadays it is increasingly required insertion History of Science on content to be worked in education, which raises many doubts and difficulties on the teachers did not have that content in their initial training. This work results from a qualitative empirical study aimed to investigate how a teacher of Biology and Science in a public school in the city of Bauru - SP was not in their initial training courses relating to the History of Science, mobilizes their knowledge to enter such an approach in their teaching practice. In the research methodology used as its theme the history of DNA present in the materials and also conduct open interviews and field notes to identify the knowledge involved in teaching practice and was adopted as the theoretical framework of Maurice Tardif’s Docent Knowledge. The results showed that even with difficulties arising from gaps in initial training, the teacher resorted to their experiential knowledge to meet these needs in addition to appropriate knowledge from the programs and textbooks, but its shortcomings make it difficult to analyze more critically. Thus, these data lead us to a reflection on the role of textbooks for these teachers is the process by which the consolidation of the knowledge they constructed.

Dispositivo estratégico, resistência e relações de poder: um ensaio sobre a identidade do Centro de Educação Matemática (CEM) e seu papel na (E)educação (M)matemática brasileira

This paper presents some results of the investigation on the Mathematical Education Centre (CEM), a group of mathematics teachers’ educators in São Paulo, Brazil, acting mainly between 1984 and 1997. The essay, marked by an effort to constitute the identity of the CEM based on Foucault, assumes that the identity constitution process is not about what CEM is or was, but mainly about a set of possibilities of apprehending it from its historically contextualized strategies and initiatives. In this Foucauldian reading, which brings about concepts such as "strategic device", "resistance" and "power relations", the CEM constitution appears while it creates conditions for the constitution of Brazilian modern mathematical education.

Formar professores de matemática no estado do Maranhão, Brasil: aspectos historiográficos

This paper intends to sketch some historical remarks on the formation of math teachers in undergraduate courses in Maranhão State, Brazil, since the 60’s, the decade in which the first of these courses was created. Its methodological approach is given by Oral History and, in order to collect data, some professors and students were interviewed. Such teachers are those responsible for the projects – and its implementation – of the first three undergraduate courses in Maranhão, and the students are part of the first team formed by them in those institutions.

A quantidade de milho influencia na proliferação de gorgulho? aspectos teóricos que subsidiam o processo de construção de dados de uma investigação

The investigative practice as science teaching activity is recognized as an alternative to the learning improvement of science, becoming a perspective of work for teachers. This article arose from a study about the teachers formation process in the scope of investigative practices, conducted with trainee teachers of the Science Club of the Federal University of Pará - UFPA and students of basic education in public schools in Belém city, in order to discuss the theoretical-practical relationship in the planning of an investigative activity. In this process, some episodes indicate the necessity of such relationship, because in its absence the planning process shows itself to be questionable. Our analysis shows the importance of considering the theoretical context to conceive the planning and decisions regarding the conduction of the investigative practices, and oriented to a theoretical or practical goal.

A resolução de problemas no contexto do estágio curricular supervisionado: dificuldades e limites de licenciandos em matemática

The aim was to investigate the difficulties and limits of four future mathematics teachers to conduct classes in regencies approach of problem solving. Based on participation in a course this approach, undergraduates elaborated three didactic sequences, which were taught by the activity of conducting classroom discipline Supervised Curricular Training. After this work, participated in an individual interview to report what had developed in classroom. The results showed difficulties in the following aspects: in the elaboration of didactic sequences; in providing an environment for discussion of resolution strategies students. Furthermore, the data analysis showed limits related: the lack of space at the school teacher to allow implementation of lessons developed; lack of basic mathematical knowledge of the students.

Resolução de problemas com aplicações em funções

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Design, implementação e estudo de uma rede sócio profissional de professores de matemática

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Formação de professores e a escola de tempo integral no município de Araçatuba: práticas, desafios e possibilidades

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

Minha terra tem palmeiras onde canta o sabiá...: sobre o Projeto Inajá e a formação de professores no médio Araguaia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Práticas Pedagógicas com uso das TIC declaradas por Professores de Matemática do Ensino Médio no contexto do novo Currículo do Estado de São Paulo

Pós-graduação em Educação - FCT

Conhecimentos presentes na disciplina de análise nos cursos de licenciatura em Matemática no Brasil

Pós-graduação em Educação Matemática - IGCE

Utilização das tecnologias digitais por professores de matemática: um olhar para a região de São José do Rio Preto

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)