Ensino de ciências e matemática I: temas sobre formação de professores

Pós-graduação em Educação para a Ciência - FC

Ensino de ciências e matemática II: temas sobre formação de conceitos

Pós-graduação em Educação para a Ciência - FC

Ensino de ciências e matemática, VI: ensino de química

Organizado por João José Caluzi e Silvia Regina Quijadas Aro Zuliani, este livro traz uma série de estudos nos quais os autores procuram discutir o ensino da Química à luz da História da Ciência e das metodologias científicas consagradas pelas instituições de ensino brasileiras na disseminação dos conhecimentos sobre a matéria, sempre com um viés analítico e por vezes bastante crítico. A coletânea aborda desde uma proposta de integração da Filosofia da Química no currículo e na didática da matéria até a prevenção de acidentes na execução de experimentos de Química no ensino médio, passando por um balanço crítico sobre as obras de Química adotadas no Programa Nacional do Livro Didático para o Ensino Médio e da utilização e avaliação dos objetos de aprendizagem por professores de Química nas salas de aula brasileiras. A obra também fala do ensino da Química do ponto de vista mais específico, como nos artigos que discutem os pressupostos históricos e filosóficos sobre o princípio da incerteza, a tentativa de uma leitura kuhniana do conceito de substância e o estudo do termo densidade como obstáculo verbal à compreensão dos conceitos.

Perfil socioeconômico e trajetória escolar de alunos de licenciatura em Ciências Biológicas e Matemática da Unesp de São José do Rio Preto

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A etnomatematica e suas contribuições para o conteúdo da matemática escolar

In this research we set out to understand the Ethnomathematics Program such as it is said by some authors of Mathematics Education. To this end we conducted an exploratory study. The objective of to study this program is to analyze its contribution to understanding of the content of mathematics in the school environment. The authors studied are Ubiratan D'Ambrosio, considered the precursor of the Ethnomathematics Program and researchers as Paulus Gerdes, Maria do Carmo Santos Domite, Eduardo Sebastiani Ferreira and Gelsa Knijnik, that develop research in Ethnomathematics and may contribute to the comprehension of what in the study we intend to do. Although recourse to authors of Education and Education Philosophy as Maria Aparecida Viggiani Bicudo and Joel Martins to intend the idea of curriculum and its importance in the school environment. The study carried showed that the Ethnomathematics Program goes beyond of to explicit the mathematical knowledge produced by cultural groups, transcending the description of procedures that reveal the construction of knowledge hitch to school subjects. That is, the program seeks the valuing the human being, concerning itself with the construction of a worthy citizen and able to relate with their natural environment, social and intellectual

Aspectos da história da análise matemática de Cauchy a Lebesgue

Pós-graduação em Educação Matemática - IGCE

A presença da colaboração científica em pesquisas brasileiras: um estudo nas áreas de ciência da informação, matemática e odontologia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A educação matemática e o cuidado de si: possibilidades foucaultianas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Movimentos que permeiam o devir professor de matemática de alguns licenciandos

Pós-graduação em Educação Matemática - IGCE

Correspondências científicas como uma relação didática entre história e ensino de matemática: o exemplo das cartas de Euler a uma princesa da Alemanha

Lettres àune Princesse d'Allemagne sur divers sujets de physique et de philosophie (Letters to a Princess of Germany on various topics of physics and philosophy) is the work taken as an object of study of this thesis. It is a literary success written in the eighteenth century by the Swiss mathematician and physicist Leonhard Paul Euler (1707-1783) in order to meet a request from the Prussian king, Frederick II, the Great (1712-1786) to accept to guide the intellectual education of his niece, the young princess Anhalt-Dessau (1745-1808). The method of teaching and learning through letters elected to the education of the German monarch resulted in a collection of 234 matches in which Euler theory is about music, Philosophy, Mechanics, Optics, Astronomy, Theology and Ethics among others. The research seeks to point out mathematical content contained in this reference work based on the exploitation and adaptation of original historical works as an articulator of development activities for teaching mathematics in basic education and in accordance with the National Curriculum Parameters of Mathematics (NCP) work. The general objective point out the limits and didactic potential of Lettres à une Princesse d'Allemagne sur divers sujets de physique et de philosophie as a source of support for teachers of basic education in developing activities for teaching mathematics. The discussions raised point to concrete possibilities of entanglement between the extracted mathematical content of the bulge of the work with current teaching methodologies from resizing the use of letters according to Freire's pedagogical perspective of the correspondence, and especially the use of new communication channels in the century XXI, both aimed at dialogue and approximation between those who write and those who read.

Formação docente para a inserção da história e filosofia da ciência no ensino: textos histórico-pedagógicos em discussão

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 Física e a Matemática no século XVIII – contribuições para o estudo do newtonianismo na primeira obra de Verney

A maior parte dos estudiosos da obra de Verney destacam no domínio da filosofia natural a sua defesa do experimentalismo e a adopção, dentro do eclectismo filosófico, de uma postura de adesão ao newtonianismo. Nas linhas que se seguem propomo-nos aprofundar a matriz newtoniana do pensamento de Verney ao nível das fontes (autores e livros) mencionados no Verdadeiro Método de Estudar, em particular na sua Carta X. Analisa-se as suas referências aos Principia de Newton bem como ao Cálculo Integral e Diferencial com a citação de Leibniz, os irmãos Bernoulli e o Marquês de l’ Hôpital e outros matemáticos contemporâneos. Assinala-se a ausência de qualquer alusão à segunda grande obra de Newton, a Óptica. Por último, discute-se a inclusão sistemática de autores e obras italianas, menos conhecidos da Europa culta da época, que parece terem sido importantes na formação «moderna» do jovem Verney radicado em Roma.

Governamentalidade democrática e ensino de Filosofia no Brasil contemporâneo

This article takes the concepts of biopower and governmentality as the starting point for an analysis of certain recent Brazilian government documents about the introduction of Philosophy as a subject in secondary school. In the 1980s, this argument centered on Philosophy's so-called criticism and its potential for preparing citizens for a democratic society, was used by the movements aimed to restore democracy in Brazil. This argument appears to have been assimilated by the Brazilian government, because it is stated in the Guidelines and Bases of Education Law, secondary school students should demonstrate knowledge of philosophy necessary for the exercise of citizenship. The argument also appears in documents such as the PCN and PCN+ (National Curricular Parameters) and OCEM (Curriculum Guidelines for Secondary School) in their chapters on Philosophy. These documents are examined here in the light of governmentality, making explicit how Philosophy is equipped to train young people according to what is understood as a modern democratic society.

Modelagem matemática e simulação numérica do resfriamento rápido de morango com ar forçado

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-açúcar utilizando otimização 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 .