Um Estudo da modelagem matem��tica na educa����o matem��tica e seu potencial para o desenvolvimento do pensamento cr��tico

The implementation of mathematical modeling curricula represents a great challenge, both for teachers and students, since it escapes the traditional teaching methodology, i.e. when the teacher speaks to his/her students. This work presents, at least, one possible way of implementing mathematical modeling inside the classroom, and how this way encourage critical thinking in students. I see mathematical modeling as an opportunity to minimize student's rejection and increase their interest for mathematics, promoting their competencies to give points of scene in every day situations. The history of mathematics shows that mathematical modeling had developed since almost the beginning of human live, when men needed to solve problems that arose in the course of his life. Mathematics has become more and more abstract, but it is important to recall what was originated it. In this way, it is possible to make this subject matter more meaningful to students. I will make an introduction of mathematical modeling, presenting some important definitions. Based on this framework, I will present a classroom instruction understand on a 7 th grade classroom by myself. With this in instruction I sustain the idea that mathematical modeling has, in fact, a great potential to improve the quality of mathematics teaching. I also sustain that, the development of critical thinking, as a competence, way be achieved with it

O experimento e o l��dico: reflex��es sobre atividades did��ticas experimentais para o ensino de F��sica e a ludicidade

In this work, is discussed the importance of experimental activities in Education of Physics in Basic Education from the experience of Supervised Stage and the work with the Initiation of Teaching in the Program PIBID CAPES, in this case linked to the Department of Education of the Institute of Biosciences, Campus Rio Claro, S��o Paulo State, in partnership with three schools of basic education in the city. At first, based on the work of Ferreira with Instrumentation for Teaching Physics, consider the electrostatic theme. The focus is the searching for equipments constructed with low cost materials and easy access. Were developed and promoted strategies of the use of such materials in Physics��� Teaching, with a view to reintroducing experimental teaching activities in Public Basic Education, in the form Workshop Learning and Teaching of Physics, as well as lessons of Laboratory with the help of script and also in the form of an Experiments Library. These experimental activities were critically analyzed with a focus on playfulness. The focus of work in experimental activities for the Physics��� Teaching allowed to redeem, critically, didactic materials. From the standpoint of playfulness, playful moments and interaction of individuals with the knowledge that provides the experimental material when used strategically, they seem to be of great relevance to the Physics��� Teaching in Basic Education. It is possible to use experiments in Physics��� Teaching in public schools

A hist��ria do salto triplo como subs��dio para seu ensino na escola

O salto triplo existe h�� mais de 2000 anos e foi praticado, primeiramente, pelo povo celta, isto ��, antigos habitantes da Europa Ocidental. Essa prova era praticada em competi����es esportivas rurais e expandiu-se pelo resto da Europa no s��culo XIX. Atualmente, o Brasil serve como refer��ncia para outros pa��ses, j�� que tivemos grandes atletas que marcaram presen��a no cen��rio ol��mpico do salto triplo como, por exemplo, Adhemar Ferreira da Silva, Nelson Prud��ncio e Jo��o Carlos de Oliveira. Apesar de ser uma das provas do atletismo mais antigas, o salto triplo ainda �� muito pouco trabalhado em escolas de todo o pa��s. Por essa raz��o, essa pesquisa, de car��ter hist��rico-bibliogr��fico, tem como objetivo realizar um resgate hist��rico dessa prova, reunindo dados e informa����es pertinentes relacionados ao salto triplo. Nesse sentido, foram realizadas pesquisas no acervo de universidades como Unesp (Rio Claro), Unicamp e PUC-Campinas, al��m de web sites, com livros e artigos digitalizados, e registros diversos que pudessem contribuir para a elabora����o desse trabalho. Esperamos, portanto, al��m de realizar o resgate hist��rico dessa prova, subsidiar o trabalho de professores de Educa����o F��sica no ��mbito escolar, para que o ensino do salto triplo e do atletismo de forma geral se difunda e conquiste mais espa��o nas escolas brasileiras

Proposta curricular do estado de S��o Paulo de Educa����o F��sica: pontos negativos segundo a vis��o dos docentes do ensino m��dio

Nos dias de hoje, com o grande interesse da popula����o sobre esportes e lazer, a Educa����o F��sica vem se propagando e se desenvolvendo de diversas formas, entre elas a Escolar e a Acad��mica. Em fun����o disso, surgiu o interesse de descobrir como s��o as aulas de Educa����o F��sica no Ensino M��dio. Para tanto, procuramos averiguar, a partir da vis��o dos professores, quais s��o os principais pontos negativos da Proposta Curricular do Estado de S��o Paulo de Educa����o F��sica rede P��blica Estadual de Ensino. Tendo por base os professores da rede Estadual de Ensino demos in��cio a esta investiga����o. Para tanto, foi aplicado um question��rio, contendo 6 quest��es, em 9 professores da ���rede���. Ap��s as an��lises, os resultados mostraram que grande partes dos entrevistados ap��iam a iniciativa do Governo Estadual em criar a Propostas Curricular. Tais professores dizem tamb��m que o ensino melhorou, por��m �� necess��rio que melhore e que tanto o profissional de Educa����o F��sica como a disciplina escolar devem ser mais valorizadas.

Laborat��rio did��tico: perspectivas experimentais do ensino de f��sica no n��vel m��dio

Here we present an exploratory study on the use of laboratory teaching in four schools of Basic Education in Rio Claro, SP, three of them high school and one of the second cycle of basic education, developed in the years 2011 and 2012, under activities of the course Pr��tica de Ensino e Est��gio Supervisionado, the Degree in Physics - UNESP, Rio Claro campus and work with Pibid (Projeto Institucional de Bolsa de Inicia����o �� Doc��ncia) in agreement UNESP CAPES Notice 2009. Initially, we diagnose the situation and identify the laboratories using them for Teaching Physics, from direct observation and contact with teachers. Based on the experimental realization of educational activities in such schools, we discuss different teaching strategies, and using experiments built with inexpensive materials (Ferreira and Ramos, 2008). We analyzed the role of the teaching laboratory in the development of skills and abilities of students, related to the teaching and learning of Physics, as well as aspects concerning the use of instructional laboratories

O ensino do desenho para crian��as e jovens

Through my experiences as a teacher assistant in a free course design, I seek to understand the intentions and needs of children and youth with the design, so as to work it in a more consistent as the season and wishes of each student. For this I seek aid in studies on children's drawing of Derdyk Edith and also in observing the relationships that children and young people have with the drawing held in my practice as a teacher. Still reflect on the design in some of its particulars, especially concerning the optics of some artists and scholars of the practice of drawing. At the end of the study, propose suggestions for practices to be developed with children and young people who would be various forms of working drawing with experimental forms of building graphics, aiming so that students can add these unique experiences to broaden their understanding of design as well as its arch graphic possibilities. Thus inspired, especially in Derdyk considerations about the experimental design, I can conclude that through experimentation, we can offer young people a diverse thinking design and the possibilities of conceiving it.

Inser����o do ensino de astronomia como componente importante para a forma����o continuada de professores

According to the Brazilian National Curriculum Parameters (PCN), the teaching of astronomy must provide subjects to the teaching/learning processes of basic education, acquisition of skills and competencies in order to form a critical, reflective and conscious citizen. Several surveys on teaching astronomy show that some changes need to be made in educational, aiming to provide to participants (students and teachers) of the teaching/learning real and significant conditions of knowledge aiming to astronomy. Thus, by prior construction, implementation and evaluation, of a course on astronomy, thought and implemented by the author in a public school in elementary school and high school in a town in S��o Paulo state, aimed to this work: know the challenges that teachers face in teaching Astronomy and identify possible contributions in formative processes of these teachers in service. So, the study revealed that teachers have many difficulties to teach the concepts of astronomy because of the deficit in their formations, both in specific and pedagogical knowledge that was the main problem pointed out by them. In view of this, it was possible to say here that the lack of specific knowledge about astronomy and pedagogical knowledge of how to teach this area are two hotspots in the dynamics of these school teachers who have the challenge of teach an area that really do not know

Pensando o ensino de geografia a partir da emerg��ncia de uma escola libert��ria

The work starts from the assumption that the current formal education has not overcome the traditional model. Its main purpose still is to convey some knowledge and values needed for a disciplinary formation whose main function is the reproduction of a social class and the exploitation of labor. Therefore, by the inefficiency of the current model, it becomes necessary to construct another education proposal...

O ensino de F��sica e os museus de ci��ncia

Based on the ideas of Gaspar and Marandino, discuss the teaching of physics through Museums and Science Centers, drawing on ideas such as: Scientific Literacy, Informal Education and Zone of Proximal Development. We visited and analyzed the museums: Museum of Energy Rio Claro - Mill Park Corumbata��, Catavento Culture and Education - Social Organization of Culture, Centre for Scientific and Cultural (CDCC) and Studies Center of the Universe - CEU. Point out elements of these museums that benefit the formal teaching of physics in schools, as well as positive elements of schooling that maximize the experience of museum visits

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

Aprendizagem do conte��do esportivo de crian��as do ensino fundamental: m��dia ou escola

Sabe-se que crian��as adquirem conhecimentos sobre o esporte, antes mesmo de ingressarem na escola ou de receberem informa����es sobre esse conte��do de maneira sistematizada, em aulas de Educa����o F��sica. Este estudo analisou qual vis��o os alunos do ensino fundamental t��m sobre o esporte e discutiu qual foi o meio respons��vel por esse conhecimento, a m��dia ou a escola. Foram entrevistadas, atrav��s de um roteiro previamente elaborado, crian��as da 3�� e da 6�� s��rie do ensino fundamental de uma mesma escola. Os resultados foram apresentados de modo comparativo entre essas diferentes s��ries a fim de se obter uma discuss��o sobre a influ��ncia da m��dia e da escola sobre o aprendizado do conte��do esportivo.

O ensino de ci��ncias e biologias por interm��dio de jogos eletr��nicos n��o-did��ticos

Tendo em vista as in��meras possibilidades de utiliza����o dos recursos tecnol��gicos, como computadores, internet e jogos eletr��nicos, em todos os contextos da vida humana, o campo de educa����o n��o pode ficar alheio ��s vantagens desses recuros. Entretanto, esta inser����o de jogos eletr��nicos como estrat��gias no contexto da educa����o, seja no ��mbito formal, quanto no informal ainda precisa vencer algumas barreiras. Torna-se importante que os educadores busquem aliar esses dispositivos e jogos ao ensino, com o intuito de atender ��s demandas e expectativas crescentes sobre o uso cada vez mais constante desses recursos em todos os ��mbitos da sociedade. Assim, este estudo teve por objetivo analisar o uso do jogo eletr��nico n��o-did��tico e de entretenimento Zoo Tycoon�� 2 para o ensino de Ci��ncias e Biologia, observando-se a autenticidade dos conte��dos de Ci��ncias e Biologia presentes no mesmo e, tamb��m, a forma como esse conte��do �� apresentado aos usu��rios. Para tanto, foi realizado um levantamento bibliogr��fico acerca do significado do ensino formal, n��o-formal e informal e a inser����o do jogo Zoo Tycoon�� 2 no contexto da aprendizagem, no que tange ao ensino de Ci��ncias e Biologia. Os dados obtidos foram analisados com base na t��cnica de an��lise de conte��do tem��tico e classificados em tr��s categorias, de acordo com o modo que aparecem no jogo, tal como interagem com o jogador. As categorias de classifica����o foram referentes aos conte��dos Meramente Ilustrativos (MI), Simplesmente Informativos (SI) e Educativos (E), estando cada uma relacionada, gradativamente, com o maior conte��do de informa����es e a maior intera����o do jogador para com as informa����es, representando um acesso mais f��cil e direto ao conte��do. Os resultados apontam que este jogo transmite, efetivamente, conte��dos educativos, e tamb��m funciona como uma ferramenta despertadora e embasadora, isto ��, ele estimula a busca por conhecimento e d�� base...

O processo de configura����o curricular: uma an��lise da compreens��o de professores de educa����o f��sica das s��ries iniciais do ensino fundamental

P��s-gradua����o em Educa����o - IBRC

A elabora����o de um repert��rio semibil��ngue de somatismos fraseol��gicos do portugu��s brasileiro para aprendizes argentinos

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

Estudo explorat��rio sobre o desempenho em aritm��tica utilizando o soroban como ferramenta auxiliar

P��s-gradua����o em Matem��tica em Rede Nacional - IBILCE