Matem��tica para o ensino m��dio: volume II

Editado em parceria com a Funda����o Getulio Vargas

Matem��tica para o ensino m��dio: volume III

Editado em parceria com a Funda����o Getulio Vargas

DE PROFESSOR A EMPRES��RIO: CONTRIBUI��OES DE ANTONIO VERONEZI AO ENSINO SUPERIOR

A hist��ria da funda����o e desenvolvimento de uma institui����o educacional, n��o pode ser desvinculada dos acontecimentos do pa��s, sobretudo se ocorrida no ��ltimo meio s��culo, per��odo ��mpar na hist��ria, em que o ensino superior se expandiu de forma acelerada, sobretudo o privado. Este estudo do ensino superior brasileiro, contemplando a hist��ria da Universidade Guarulhos, tem como pano de fundo a hist��ria de vida de seu fundador e atual Chanceler Antonio Veronezi, como m��todo de investiga����o qualitativa, constru��do por meio de entrevistas autobiogr��ficas. Identificando nas narrativas momentos marcantes da hist��ria da educa����o brasileira, foram eles contextualizados no aspecto pol��tico, econ��mico e social. As transforma����es do processo de industrializa����o foram tamb��m pesquisadas procurando apresentar o desenvolvimento da pr��pria cidade de Guarulhos, geradora da demanda por ensino superior desde a d��cada de 1970 mantida at�� o momento. A trajet��ria educacional, a entrada no setor de educa����o, o desenvolvimento de habilidades de gest��o e a transforma����o do professor do ensino m��dio em um dos mais importantes empres��rios e representante do setor, dotam de sentido as quest��es suscitadas, que poder��o ser respondidas por pesquisadores da hist��ria, da pedagogia, da lingu��stica ou da administra����o, entre as quais: a democratiza����o do acesso, a qualidade do ensino superior, as representa����es sociais dos gestores e a mercantiliza����o do setor.

DE CONTADOR A PROFESSOR DE CI��NCIAS CONT��BEIS: UMA INVESTIGA����O (AUTO)BIOGR��FICA A PARTIR DAS PROBLEM��TICAS DA PR��TICA PEDAG��GICA E DA PESQUISA

Devido �� prolifera����o dos Cursos do Ensino Superior de Ci��ncias Cont��beis, o Conselho Federal de Contabilidade CFC criou o Exame de Sufici��ncia, por ter constatado que a qualidade do ensino deixava a desejar, procurando, nas provas, dar ��nfase ��s quest��es ��ticas. Atualmente, o profissional contador possui um conhecimento pr��tico-mec��nico da contabilidade muito maior do que um racioc��nio cont��bil. Este trabalho, mediante o estudo de minha trajet��ria (auto)biogr��fica na perspectiva da forma����o profissional, busca identificar os elementos mais determinantes na forma����o de um professor de Ci��ncias Cont��beis e verificar em que medida o exerc��cio da pesquisa esteve presente nesta forma����o, bem como examinar se a pesquisa, enquanto princ��pio educativo, se reflete na pr��tica docente. �� necess��rio entender que na trajet��ria de Contador a professor de Ci��ncias Cont��beis, este movimento se d��, na maioria das vezes, pelo convite a profissionais que deram certo no mercado de trabalho e que, portanto, nem sempre possuem forma����o pedag��gica adequada para o exerc��cio docente. �� tamb��m finalidade deste estudo, ao compreender melhor a experi��ncia de um percurso de Contador a professor de Ci��ncias Cont��beis, sugerir alguns poss��veis caminhos para a forma����o continuada dos professores deste campo do conhecimento. Para tanto, do ponto de vista da Educa����o e Forma����o de Educadores, assumi como refer��ncias Freire, Demo e Sch��n; do ponto de vista do Ensino Superior, Cunha e Buarque; do ponto de vista das Ci��ncias Cont��beis, Iud��cibus e Marion. A metodologia utilizada na elabora����o deste trabalho foi a pesquisa (auto)biogr��fica com refer��ncia, principalmente, em N��voa e Josso. Os resultados sugerem que a tend��ncia a reproduzir a abordagem banc��ria, recebida nos bancos escolares, do prim��rio ao ensino superior, s�� pode ser revertida na medida em que o sujeito, sem abandonar o trabalho pr��tico de doc��ncia, tem a oportunidade de estudar os fundamentos te��ricos dos processos educativos formais e traz os mesmos para a sua reflex��o sobre a pr��tica. �� percept��vel, tamb��m, o quanto a investiga����o (auto)biogr��fica, com finalidade formativa, pode ser de grande ajuda neste processo reflexivo. Por isto mesmo, sugere-se, ao concluir, que no processo de forma����o continuada dos professores de Ci��ncias Cont��beis sejam utilizadas estas estrat��gias.(AU)

OS PROCESSOS RESTAURATIVOS EM CONFLITOS ESCOLARES

A escola �� uma institui����o inserida na sociedade e, portanto reflete seus sintomas, dentre eles a viol��ncia, que de maneira geral vem sendo institucionalizada, sendo percebida como algo natural e imut��vel, e a maneira com a qual ela vem sendo tratada pela escola apenas a perpetua. Comumente a resolu����o dos conflitos perpassa por uma no����o de justi��a vinculada �� puni����o e a obedi��ncia, havendo sempre uma rela����o proporcional ou n��o, entre o ato e sua san����o, sendo o enfoque no crime, ou seja, a justi��a retributiva. A proposta de justi��a restaurativa, diferentemente, visa exatamente o oposto, pois se fixa n��o no castigo e na vingan��a, mas na restaura����o das rela����es e na valoriza����o de todos os envolvidos, por meio dos c��rculos restaurativos. Estes inserem o facilitador e os participantes. Inicialmente �� feita uma apresenta����o do funcionamento do c��rculo. Afinal esse modo de organiza����o �� envolto de uma aura sagrada, em que todos se preparam para a restitui����o, pois se deve estar disposto a reconciliar-se. Nos c��rculos pode-se ouvir e falar por meio do bast��o da fala que circula, quem est�� em seu poder conta sua vers��o da hist��ria sem estigmas de v��timas ou ofensores, ao recontar e ao ouvir o posicionamento do outro, h�� o estabelecimento de novos v��nculos. A partir desta forma����o os sujeitos podem buscar solu����es consensuais a fim de restabelecer as rela����es, sanar as necessidades individuais e eliminar as disputas conflituosas. A ��nfase na responsabiliza����o dos sujeitos em uma sociedade que delega responsabilidades promoveu na pesquisa a necessidade da discuss��o dos conceitos de culpa e vergonha como agentes reparadores. Tem-se por objetivo relatar experi��ncias analisando o uso de processos restaurativos na promo����o da resolu����o dos conflitos escolares. O estudo consta de uma amostra de quatro casos envolvendo adolescentes em conflitos escolares, que foram analisados qualitativamente, considerando as subjetividades envolvidas nos relatos. Assim, este trabalho mostra que o uso de pr��ticas restaurativas no trato dos conflitos escolares, �� uma possibilidade de interven����o que atua na melhora do ambiente e da conviv��ncia escolar, promovendo aprendizagens e troca de saberes, valorizando a toler��ncia ao diferente e a possibilidade de escuta, compreendendo o conflito de maneira positiva, abdicando condutas punitivas, mas principalmente restaurando rela����es. ��es. Neste trabalho foi poss��vel entender que a viol��ncia esta institucionalizada, naturalizada e reproduzida na escola, e que rompe essa cadeia ao compreender as causas da viol��ncia escolar, promovendo a substitui����o da viol��ncia pelo di��logo e por outras tantas outras respostas poss��veis. Entender o conflito como inerente aos relacionamentos e o abordar como possibilidade de aprendizagem, os manejando sob a ��tica da justi��a restaurativa, promove uma rede multiplicadora de paz, em que os alunos disseminam ��s suas fam��lias e comunidade estes novos olhares. Reparar, restituir, reintegrar, restabelecer, recuperar, reconstituir, restaurar. A beleza dessa ideia, desse novo paradigma do qual essa pesquisa se apropria �� a capacidade humana de se refazer, de se reinventar. Compreender a oportunidade de reiniciar, satisfazendo necessidades e compensando perdas, �� validar a pr��pria humanidade.

Uma proposta para o ensino das esta����es do ano com base em um referencial topoc��ntrico

Studies carried out in several countries have confirmed the students��� difficulty in explaining the causes of the seasons of the year, and most of times their learning takes place incorrectly. The seasons of the year have been generally treated in didactic books apart from people��s routine, based on the heliocentric system, what demands abstraction to understand the phenomenon. Before this difficulty, it is necessary to think about a teaching proposal which allows the students to realize the environmental characteristics and its changes over time, as well as the seasons themselves. Thus, our goal was to work from the perspective of the observer on the terrestrial surface, therefore using the topocentric system. For that, we constructed a didactic sequence, grounded in Ausubel��s meaningful learning theory (2003) and in Moreira��s critical meaningful learning theory (2010), which was applied to students in 9th grade of elementary school and in 2th grade of high school at Escola Estadual Jer��nimo Arantes, in Uberl��ndia, Minas Gerais, owing to their previous knowledge and alternative conceptions, which were collected via interviews. Afterwards, to evaluate the applied methodology, we made new interviews, by which we realized improvement in learning in relation to the characteristics of the seasons based on Sun��s apparent path, which we attribute to reference the change of observation and the means to obtain data on the volume of rainfall and average temperature in the city throughout the year. On the other hand, there are points that were not highlighted in learning, such as the link between winter and rainy season and the causes of the seasons, points left to be discussed in future investigations.

Normaliza����o de dispositivos m��veis no processo de aprendizagem de ingl��s : um estudo �� luz da complexidade

We live in a world inherently influenced by technology and in which education is immersed in realities made possible by the support of digital technologies, such as electronic mobile devices. Thus, the general aim of this study lies in mapping and analysing the influence of mobile devices on teaching, especially with reference to learning the English language. The specific aims are to investigate how the use of mobile devices is present in the research participants��� practices, consider whether such use is beneficial, according to the students, to the English language learning as well as mapping how the use of mobile devices favours the normalisation stage, taken in this research as a complex process.The theoretical background of this study includes the premises of the Paradigm of Complexity, especially concerning the acquisition of a second language, as well as the precepts of Normalisation, which is related to the total integration of digital technologies into the English teaching and learning process in such a way that they become invisible, and the theories of language learning mediated by computers and mobile devices. Methodologically, this is an ethnographic qualitative research and its context is a language institute located in the Tri��ngulo Mineiro region. In addition to students from five groups in the institution, two teachers and an administrative assistant participated in the survey. Data was collected through an online questionnaire, learning reports produced by students and interviews with teachers and administrative staff. The analyses indicate that mobile devices are present in the daily practices of English learners, but these uses, in most cases, are carried out through the teacher's encouragement. Moreover, despite having positive sayings on the role of digital technologies in the process of English teaching and learning, there is, among students and teachers, a dichotomy between saying and doing about the learning contexts considered valid. Additionally, the use of mobile devices in the English learning process is not yet established as a normalised issue because the process of integration of technology in teaching is still ruled by traditional uses of the technology. I conclude that the use of mobile devices in the English learning process is still not normalised, because even if students use their mobile devices every day, they generally do not realize the affordances of such use as possibilities to learn English.

Educa����o bil��ngue para surdos : um estudo acerca de pr��ticas de letramento cr��tico com alunos surdos usu��rios da L��ngua Brasileira de Sinais

At a time when the issue of the inclusion of hearing-impaired students in regular schools has been discussed, it becomes necessary to reflect upon the relevance of a recurrent educational process in schools specialized in education for the hearing-impaired: the bilingual schools. Such institutions, still scarce in Brazil, offer an oriented and specialized education to hearing-impaired children and adolescents, since they have the Brazilian Sign Language as a language of instruction in all subjects, and the Portuguese written language as an additional language, which gives them the bilingual status. This research aims to investigate how the practices developed in my Portuguese classes in a bilingual school have contributed to the development of student���s literacy, specifically the Critical Literacy (STREET, 1985, 1990, 1998), in two classes of hearing-impaired students enrolled in the final grades of elementary school. It is a qualitative, ethnographic research, which uses the triangulation system for analyzing data: (i) the pedagogical sequences; (ii) the students��� activities and (iii) the teacher���s and students��� written accounts registered as field notes. Through the intersection of the data, this work evaluates whether students have achieved some level of Critical Literacy, and what kind of collaboration and/or activity is relevant during this process. This research is justified by the need to evaluate practices at bilingual schools that, although supported by current law in Brazil, are still a minority whose work is still not acknowledged or valued. The results show that activities using real texts of different genres can contribute to the development of Critical Literacy, and also to dynamic classes, with discussions about relevant topics to society in Sign Language. Also, activities that encourage students to do research and that provide to the hearing-impaired student, the understanding of the real usefulness of Portuguese as an instrument for the social inclusion of the hearing-impaired providing opportunities for them to change their social position can collaborate to this process.

O tema ��gua no ensino de ci��ncias:uma proposta did��tico pedag��gica elaborada com base nos tr��s momentos pedag��gicos

Science and technology are increasingly present in society���s everyday living, interfering with the appearance and social relationships, which requires from the population: knowledge, skills and actions to intervene consciously and responsibly in the new socio-cultural setting. The science education might become a great ally in the task of literacy and / or enable students to live consciously and critically in a world even more influenced by scientific and technological aspects. The aim of the dissertation is to develop a didactic-pedagogic proposal for science classes of the 6th year of elementary school, based on the "Generator Theme: Water and its treatment", involving the dynamics of the Three Pedagogic Moments. Such proposal consists of a Course which embraces seven teaching modules containing topics related to Generator Theme. The modules were designed and developed with four student groups of 6th year in twelve hours / class per group, with a total of approximately 120 students. The interpretation of the developed content, resulting from the thematic modules with students, led to the creation of five analysis categories. Considering the results, it is possible to conclude it is necessary, for successful teaching practices in the school environment, that the teachers embrace the aim of teaching in a meaningful way, drawing up activities that really recognize and include the student as an active subject of the educational and learning process. The use of activities that lead students to recognize themselves as main process actors, developing practices based on previous knowledge and on their specific learning, results in a situation which they will recognize the science in their lives, learn to be reflective and aware of their attitudes about the world where they live.

O Ensino de liga����es qu��micas por meio do conceito de energia: uma proposta did��tica para o ensino m��dio

This work presents discussions on the teaching of Chemical Bonds in high school and some implications of this approach in learning chemistry by students. In general, understanding how the chemicals combine to form substances and compounds, it is a key point for understanding the properties of substances and their structure. In this sense, the chemical bonds represent an extremely important issue, and their knowledge is essential for a better understanding of the changes occurring in our world. Despite these findings, it is observed that the way in which this concept is discussed in chemistry class has contributed, paradoxically, to the emergence of several alternative designs, making the understanding of the subject by students. It is believed that one of the explanations for these observations is the exclusive use of the "octet rule" as an explanatory model for the Chemical Bonds. The use of such a model over time eventually replace chemical principles that gave rise to it, transforming knowledge into a series of uninteresting rituals and even confusing for students. Based on these findings, it is deemed necessary a reformulation in the way to approach this content in the classroom, taking into account especially the fact that the explanations of the formation of substances should be based on the energy concept, which is fundamental to understanding how atoms combine. Thus, the main question of the survey and described here of the following question: Can the development of an explanatory model for the Chemical Bonds in high school based on the concept of energy and without the need to use the "octet rule"? Based on the concepts and methodologies of modeling activity, we sought the development of a teaching model was made through Teaching Units designed to give subsidies to high school teachers to address the chemical bonds through the concept of energy. Through this work it is intended to make the process of teaching and learning of Chemical Bonds content becomes more meaningful to students, developing models that contribute to the learning of this and hence other basic fundamentals of chemistry.

A escola do urbano no campo do munic��pio de Catal��o/GO : ensino de geografia nas especificidades do lugar

This study makes an approach to the Morro Agudo Community (Cisterna) located in Catal��o city(GO) rural area where stands the Maria B��rbara Sucena Municipal School. This school center is a result of getting together several small and isolated schools, which worked, scattered in many rural communities in the region. After this centralization in a single school, many students had to move along inconvenient distance to get their classes. Morro Agudo Community (Cisterna) was outstanding at garlic cultivation throughout the 1990`s when eventually this activity came to a decline. The region is constituted by properties of small tract of land. The landowners come from a Portuguese background and there are, in addit ion, migrant workers from the northeast region of Brazil. These northeasterners work for these local landowners, and that brings an additional meaning to the social relations in the region and to the rural schooling. The social and cultural diversity of the region has a feedback at the school arising tensions in many ways. In the teaching and learning process the school deals with this diversity, combined with rules and goals that, in the end, delivers a geography teaching not able to value the local knowledge accumulated in the region by its own inhabitants. New methodological approaches to rural school communities emerged out of the analysis of these unmet expectations. Furthermore, this study takes into consideration some ���residues���, that means not all events are fit into programs; there are unintended consequences in an open process. All these are object of deep review in this doctoral dissertation. In this community, an analysis of the public policies implemented by Federal and municipal governments to rural schools communities in Brazil was conducted. The way in which public policies toward rural communities are implemented at the schools was reviewed; the goals they pursue and the role played by textbooks are also object of analysis. This study questions the relevance of this tools, mainly if they meet the real needs of the local people. The social representations of teachers and students are considered carefully based on their everyday lives and experiences.

Necessidades formativas em Matem��tica representadas nas vozes de um grupo de professoras dos anos iniciais da rede p��blica de ensino

Teacher training processes, initial and continuing, and professional practice of teachers who teach Mathematics in the early years are highlighted in the literature as complex, but also are regarded as the way to overcome many difficulties in teaching this component curriculum in the school stage in question. The aim of the study was to investigate how the training needs in Mathematics are represented by a group of teachers in the early years of elementary school of public health system of the city of Uberl��ndia, State of Minas Gerais. The research, qualitative approach, had as object of study the training needs, in Mathematics, of teachers in the early years. The research involved 16 teachers from two schools in the municipal public schools of that city. Data were collected through questionnaires, non-participant observations, semi-structured interviews followed by group and individual. Analyses were performed by means of thematic categories, founded by content analysis. Data interpretation allowed to understand training needs in mathematics that are presented to the collaborating group from their professional practice, considering the knowledge and skills necessary to teaching. It is understood that the teachers of the study group have major limitations in relation to the specific content and didactic knowledge of Mathematics content, however, the concern is that demonstrated not always being aware of it. Moreover, the difficulties experienced in teaching practice proven to be overcome by sources and non-formal training activities, primarily through more experienced colleagues in the profession. Thus, it becomes difficult to think the initial and continuing training courses for teachers without the training needs of the teaching practice is appreciated as an object of study.

Uma proposta de ensino de fra����es no 6�� ano do ensino fundamental a partir da teoria hist��rico-cultural

This text presents developed in the Graduate Program in Science and Mathematics Education at the Federal University of Uberl��ndia, in which it was intended to answer the question: What are the pedagogical implications for the fractions concept learning for students of the 6th grade of elementary school that the teaching guide activities can provide? The objectives of this research were: a) analyze the possible pedagogical implications for the learning of the fraction's concept for students of the 6th grade of elementary school through guiding teaching activities; b) using the conceptual connections of the fraction to enable students to develop an abstract thought and c) investigate whether guiding teaching activities reflect on 'how to think' and 'how to do' of the student. Five teaching activities have been developed (MOURA, 2002) from the perspective of teaching guiding activity (TGA) and had as object of study the teaching of fractions for students in 6th year of elementary school. They have been prepared and proposed activities in which it was intended to investigate the use of history of mathematics as an aid in learning the conceptual fraction links (CARA��A, 1951) by students. Such activities, for analysis, were organized into episodes and scenes (MOURA, 2004) and discussed how students deal with the measurement of whole quantity (all) and subunits (part); how they represent in verbal or written language. It is hoped that the research is set up as an important contribution to mathematics teaching area and may contribute to the initial and continuing training of mathematics teacher sand the formation of theoretical thinking of elementary school students.

A descoberta do el��tron como tema gerador de um ensino de f��sica mediado por experimenta����o remota

In this work, we have proposed and applied a methodology for teaching electromagnetism, based on an experimental activity and designed in an investigative teaching model, and containing a high degree of dialogism among teachers and students. We have used the discovery of the electron as a generator theme and a remote experiment to determine the charge-to-mass ratio of the electron as an educational resource. Our analyses indicate favorably towards the promotion of ways of appropriation of knowledge by the student, very different from those perceived in traditional expositive classes. Similarly, we find that the presence of a technological resource and an experimental activity create new posture of the teacher in the classroom, probably caused by the unpredictability of the results from the use of such resources. A challenge that we still need to solve is how to engage students in extra classroom tasks, since learning is not only effective in time for classes. We also present the weaknesses detected in our methodological proposal as well as implementations necessary in order to continue the validation process of this methodology.

O Ensino de liga����es qu��micas por meio do conceito de energia: uma proposta did��tica para o ensino m��dio

This work presents discussions on the teaching of Chemical Bonds in high school and some implications of this approach in learning chemistry by students. In general, understanding how the chemicals combine to form substances and compounds, it is a key point for understanding the properties of substances and their structure. In this sense, the chemical bonds represent an extremely important issue, and their knowledge is essential for a better understanding of the changes occurring in our world. Despite these findings, it is observed that the way in which this concept is discussed in chemistry class has contributed, paradoxically, to the emergence of several alternative designs, making the understanding of the subject by students. It is believed that one of the explanations for these observations is the exclusive use of the "octet rule" as an explanatory model for the Chemical Bonds. The use of such a model over time eventually replace chemical principles that gave rise to it, transforming knowledge into a series of uninteresting rituals and even confusing for students. Based on these findings, it is deemed necessary a reformulation in the way to approach this content in the classroom, taking into account especially the fact that the explanations of the formation of substances should be based on the energy concept, which is fundamental to understanding how atoms combine. Thus, the main question of the survey and described here of the following question: Can the development of an explanatory model for the Chemical Bonds in high school based on the concept of energy and without the need to use the "octet rule"? Based on the concepts and methodologies of modeling activity, we sought the development of a teaching model was made through Teaching Units designed to give subsidies to high school teachers to address the chemical bonds through the concept of energy. Through this work it is intended to make the process of teaching and learning of Chemical Bonds content becomes more meaningful to students, developing models that contribute to the learning of this and hence other basic fundamentals of chemistry.