O corpo e os processos de subjetiva����o: um estudo sobre o ensino da biologia

Esta pesquisa analisa a concep����o do corpo a partir dos aspectos que explicitam suas implica����es sobre as metodologias empregadas nas pr��ticas de ensino em estudos biol��gicos como, por exemplo, a vivissec����o, bem como sobre os efeitos observados nos corpos dos estudantes. Nossa pesquisa delimita o seu objeto de estudo em um recorte que considera a din��mica de constitui����o do corpo em sua dimens��o material, esta que se assenta nas condi����es biol��gicas do existir humano. Propusemos outra passagem pelo tr��nsito de territ��rios nos quais os nossos corpos se investem de simbolismo e de elementos oriundos do universo cultural. Esta passagem na metodologia da an��lise implica nossa condi����o de pesquisadores situados na fronteira que se desenha entre os estudos da Biologia, Filosofia e Psican��lise. Consideramos o corpo em sua constitui����o, mas analisamos os modos como esta base material vem sendo tratada nos processos de subjetiva����o da sociedade contempor��nea. Assim, nosso recorte incide sobre o corpo que se faz no espa��o que cada sujeito abre para as rela����es com a alteridade. Acrescentamos que ao optarmos pelo estudo sobre pol��ticas de subjetiva����o a partir de suas implica����es corporais, observamos o cuidado com este corpo que padece, n��o somente por um aspecto f��sico, compreendido como participante da ecologia da natureza, mas tamb��m como aquele que sustenta os sentimentos, emo����es, compreendido como a ecologia dos ambientes grupais e o aspecto da constitui����o de si, compreendido como a ecologia do ambiente subjetivo.

Matemática e Arte: interdisciplinaridade

The objective of this study is to perform a theoretical study of the possible relationship between mathematics and art. For some people, the association between these fields of knowledge may simply seem absurd, possibly because they do not know what is in common between an area considered rigorous, rational, objective, and a more emotional, intuitive, subjective. In this context, interdisciplinarity has an important role, in proposing the contextual integration between the subject content, such as projective geometry and the renaissance. Are also presented as examples of this union, the technique of Moses and the geometric patterns of indigenous crafts, as well as the work of artist Maurits Cornelis Escher, a legitimate representative of the relationship between art and mathematics

A utiliza����o de s��lidos geom��tricos com alunos do ensino fundamental

This research analyzed if the interactions between teacher and student, and among students, with the use of manipulative materials in the Mathematics teaching in a middle school class and provided the comprehension of the subjects worked. The analysis of the results was based in Vygotsky���s socio-historical theory, that prioritizes the interactions in learning-teaching process. The results of this research showed that these interactions mediated by the use of such materials provide the student with the motivation needed to take part in the math classes as an active actor in his development process, as well as understanding the concepts

Etnomatematica: psicologia aplicada �� educa����o matemática

Investigations in ethnomathematics show that there are several cultural forms of mathematics, mathematics different dominant. Currently, most research in ethnomathematics aim an ethnographic study of anthropological or cultural groups. However, there is a strong need for studies in ethnomathematics is to target the pedagogical action, involving the teachinglearning practices. So the big challenge for researchers in ethnomathematics is the development of study and teaching practices in line with the objectives philosophicaltheoretical Program Ethnomathematics

Implica����es do ensino de arte nos anos iniciais: o trabalho com a leitura de imagens

This paper aims to address initially the implications and consequences of the planned use of image reading in classrooms of Art in the early years of elementary school. Enumerating some contributions to enrich and develop narrative skills, descriptive, analytical and interpretative. Thus, in a next goal will be researched the importance and essentiality of working with the reading of images, not only in art classes but at other opportunities, working intertextuality. Mobilizing both rationality and imagination, enhancing the information and content as well as encouraging creativity and analytical formation of subjectivity. Aiming at meaningful learning and encouraging other views and ways of thinking, feeling, teach, learn and be

Inform��tica e experimenta����o: produ����o de CD-ROM para o ensino de Ci��ncias e de Biologia

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Hist��ria do desenvolvimento do conceito de for��a: um estudo visando contribui����es para o ensino de f��sica no n��vel m��dio

This study presents the results of a study on the development of the concept of force and their possible applications in physics teaching. The historical study has focused on Aristotelian natural philosophy, medieval theories of strength in impressed and on classical Newtonian mechanics. The Newtonian concept of force was also an object lesson of physics analyzed in this study. In this lesson, conducted in a preuniversity course, spontaneous conceptions or alternative conceptions of students about the concept of force proved very entrenched, resulting in studies on the Model Change on Conceptual and epistemological obstacles in view Bachelardian. The theoretical frameworks adopted led us to trace parallels between spontaneous conceptions revealed by the students and some views about the concept of force found in the study of history. The results show that while some old conceptions have been replaced by scientifically Newtonian concept of force, they are still present in the students' ideas and resist to changes even after the study of Newton's laws. Like main result shows that the history of science can be a great ally for the deconstruction of alternative conceptions, particularly when these concepts were previously presented and overcome the course of history of the development of a concept

An��lise de uma avalia����o diagn��stica de matemática: de uma escola estadual de Rio Claro

A pesquisa consiste na an��lise de uma avalia����o diagn��stica aplicada em escolas estaduais do Estado de S��o Paulo no ano de 2012, essa avalia����o �� concedida pelo pr��prio Estado, por��m essa an��lise se restringe em apenas uma escola com cinco salas de s��timos anos, totalizando cerca de cento e trinta alunos. O objetivo �� examinar as provas de matemática e atrav��s dos resultados verificarem se as habilidades e compet��ncias dos alunos est��o de acordo com o n��vel esperado para o ano em que se encontram, para realizar essa an��lise ser�� feito a tabula����o dos resultados que ser�� apresentado em forma de banco de dados e tabelas, e tamb��m ser�� realizada a an��lise descritiva. Tamb��m ser�� falado quando e o porqu�� surgiu esse sistema de avalia����o e as mudan��as que teve ao longo do tempo

Efeitos da experimenta����o no cotidiano letivo no ensino m��dio

In this work, it was studied the effects of the experimentation in the physics teaching. Beginning from the theoretic reference and discussions, the objective was prove the efficiency of researches of this nature related to two main aspects of a class: The aroused interest in the students and the facilitating action on the understanding of the theory. For such objective, using the comparison, it was chosen two distinct classes, but the more similar possible, so that, in one of them, it was showed a tradition class, lectures and in another, a class using experimentation to contemplate the theory. To manage a way to rate these aspects, it was made a conceptual questionnaire, requiring only concepts rather than mathematics and equations, besides specific interviews to rate the opinion of the student related to each method. The observations in classes and of the reactions of the students also were of a big value to analysis. After the experimental class completed, it may analyze and conclude some positive points related to experimental methods: As for the opinion of the students, the approval was big, and the majority opined to this class as being ���more interesting���. On the point of view of learning, it had a sensitive improvement of grades, but with more mature answers, deep and autonomous, if looking at a general vision

Um estudo sobre a implementa���� odo programa etnomatemática no contexto escolar

This research aims to present the Ethnomathematics Program, created by D'Ambrosio (1984), as a proposal for the teaching of mathematics, making it contextualized, meaningful and a program able to form critical and creative citizens, capable of transform reality. By presenting from Ethnomathematics perspective the conception of the activities, scholar curriculum and current evaluation system, a possibility of innovation on nowadays education system is opened, a system that is characterized by D'Ambrosio as obsolete. For the implementation of this proposal, a change on the teacher's attitude appears as necessary, a new attitude that makes active interferences during the learning process, and uses previous knowledge acquired by the student throughout their experiences as a starting point on teaching process. The approach between Ethnomathematics perspective and Mathematics Program provides a better opportunity for the students to construct mathematical knowledge. It is important to emphasize that the Ethnomathematics is as an interdisciplinary as a transdisciplinary program, which means that the Program is not restricted just for education and development of mathematics

Quais rela����es estabelecidas entre ensino de qu��mica, educa����o ambiental e o enfoque CTS?: um estado da arte de alguns peri��dicos nacionais

This work presents results of art state that searched articles to bring in its wake the relationship between Teaching of Chemistry (TC), Environmental Education (EE) and the Teaching of Chemistry directed from the Science Technology and Society (STS) standpoint. The research was carried by articles surveying in major magazines Brazilian Environmental Education and a reference in the research magazine of Science Education, being performed a qualitative analysis of those items that were identified. It was noted that little is produced on the subject of interest within this field, in mid-1998 to June 2012. In the articles analyzed did not find a perspective that allied relationship STS and EE, or EE, STS and TC. Nine articles were found in relation EE and TC, and TC and three articles STS, constituting two thematic axes: Relationship between Environmental Education and the Teaching of Chemistry and Relationship between Science and Technology Society and Chemistry Teaching, The discussion was given from the contents that comprised the categories created. The first axis involved: a) Teacher of Chemistry and EA b) Contents of Chemistry and EE, and c) Concepts and practices of EE Chemistry teachers. The second axis of the categories are: a) formative processes and conceptions of chemistry teachers in STS: b) Analysis of TC practice focusing STS. There were works produced by the same authors, who mostly used the same theme in different magazines for publication only changing the perspective of analyzing the results. Finally, a scenario indicates that restricted thematic research and the need to advance with future work

O uso de experimentos did��ticos como ferramenta para o ensino de f��sica nos anos iniciais da educa����o b��sica

When it comes to teaching physics in the early years of elementary school, the first question is: but there are opportunities to teach concepts to children of such complexity? This study sought to examine approaches and strategies to enter the Basic Education in Physics. To this end, we used low cost materials testing, taking as its starting point the work of Ferreira (1978) instrumentation for Teaching Physics, particularly with the theme electrostatics. The present study was made from the use of prototypes developed with the materials cited. Observations were made in the classroom looking for, from the records of teaching, analyzing the behavior of children and their arguments, possibilities for Physics Teaching this age group as well as some evidence of their cognitive development. In teaching discussions were held with students of the early years of elementary school involving conceptual and phenomenological aspects, adapting such knowledge at the level of logical and mathematical thinking that was still under development. The work shows that it is possible to work on electrostatic physical concepts with children belonging to the age group of nine to ten years. With the support of the group Pibid Physics city of Rio Claro, I realize my observations and practices at the Municipal School Marcelo Schmidt, which proved to be available and open for acceptance of this proposal

Um estudo sobre a resolu����o de problemas e suas rela����es com a afetividade

This research aims at examining the relationship between the performance of elementary school students Cycle I in problem solving and attitudes toward mathematics. For this, a research was conducted at a state school in the city of Bauru which was selected for convenience. Participants were randomly selected consisting of 75 students, of whom 21 were third years and 57 were of three classes of fifth year. The instruments used for data collection were: a informative questionnaire to characterize the students in age, grade, favorite subjects and the least liked, among others, an attitude scale, Likert type, to examine the attitudes toward mathematics; a interviews with 11 selected students according to scores on the attitudes and mathematical problems to be solved through the method of thinking aloud. The results showed that the major difficulties encountered by students in solving problems were: to understand the problems, formalizing the reasoning, recognize in the problem the algorithms needed for its resolution, make calculations with decimal numbers, do combinatorics, using the sum of equal portions instead of multiplying, self-confidence and autonomy in what he was doing, and others; participants with positive attitudes towards mathematics showed greater confidence to solve problems as well as a greater understanding on what was required by them, but were not detected significant relation between the attitudes and performance, since it was unfavorable

Contribui����es da leitura e escrita para a aprendizagem da matemática com textos de diferentes contextos

This work aims describe, through a phenomenological approach to qualitative research, which are the contributions of reading and writing of texts from different contexts for learning mathematics. For this purpose, we developed activities involving reading, writing and math in classes in the 6th grade of elementary school to a state school Guaratinguet��. These activities constituted the research data as part of the fieldwork. We analyzed the data following the procedures of this phenomenological research which they are described by Bicudo (1994, 2000, 2011), Fini (1994) and Machado (1994). We base our study on reading, writing and mathematics in Nacarato (2009), Lopes (2009), Smole (2000) and Fonseca (2005), among others. In the analysis, we seek to clarify how meaningful situations of different contexts, helping to develop skills in reading, writing and interpretation of the student, which in turn help the students at understanding mathematics. After the analysis of data, we named the two open categories: Difficulty of Expression and Communication Facilities. The interpretation of categories allows us to understand that there is, by individuals, a communicative intention that is expressed in the texts

O ensino da l��gica na educa����o b��sica

This work has as its aims to offer a general view on the teaching of logics in the basic education by means of different materials on the theme. There are highlighted considerations on academic works in the area of math education that claims the teaching of logics on basic education as a means of developing the reason and promote the learning. It is done a bibliographic review on works that approach the theory of formal logics that presents different ways of working the teaching of logics. The curricular proposition of S��o Paulo State for the Math area is analyzed and its characteristics are discussed. The learning evaluation in a large federal scale for the teaching of middle and basic education are detailed in its matrix of references and content approached in its editions searching the evidences of a logical reasoning worth. A portal M3 Multimedia math is presented in activities in video format for the teaching of logics. After an analyze of the references where the focus was related to the learning of Math by means of an approaching where logics acts as a tool. It is possible to consider that there is a relevant number of researches and publishing in the area of Math education that approaches the concepts of formal logics. There is also evidences of a changing in National and State orientations for a basic education that reflects in its didactics resources and evaluations in a large scale. Even though, we can face difficulties on implementation of these proposes that is pointed out by constant critics by teachers concerning the changes in the resources and cited evaluations by the resistance of a considerable percentage of teachers to adopt the didactics materials distributed by the State and by the low performance of students in Public Schools in tests of learning