A matemática sob a ótica do Tarô: Uma experiência com a educação de jovens e adultos

La recherche de la formation des citoyens critiques et participatifs, dans le travail pédagogique avec les jeunes et les adultes, a besoin d un entraînement pédagogique qui va au delà de l attitude traditionnelle d'apprendre avec des méthodes mécaniques et arbitraires qui, en insistant excessivement sur l image du professeur, donnent priorité à l'enseignement, au détriment de l apprentissage. Dans ce sens, la présente étude, cherchant la possibilité de réalisation d'un travail alternatif pour l'enseignement des Mathématiques, dans une perspective transdisciplinaire, dans le sens de développer l apprentissage significatif des étudiants jeunes et adultes du Projet Croire, présente les résultats d'une recherche-intervention qui a utilisé les lettres du tarot comme ressource didactique en salle de classe. On prétend, avec cela, montrer cet instrument comme facilité d apprentissage de contenus des Mathématiques comme systèmes de numération, nombres entiers et géométrie, en amenant les Mathématiques dans une perspective historique et culturelle et donnant un traitement global à l'acte complexe d'apprendre. Dans ce travail, le jeune étudiant et l étudiant adulte est pris comme individu concret, prenant en considération les aspects cognitifs et les aspects d attitude de son apprentissage, ce qui est favorisé par la nature des lettres du tarot et par la compréhension adoptée, des mathématiques comme système symbolique

Física no cotidiano: da cozinha para a sala de aula relato de uma experiência didática no município de Limoeiro do Norte (CE)

Brazilian high school teaching has passing through important changes. Based on current legislation and other official documents this research focus on the notion of contextualization, discussing the possibilities of a Physics teaching contextualized at a kitchen environment. Given the difficulties presented by students in establishing the relation between the contents discussed in classroom and their own daily lives, we propose the elaboration and application of a didactic unity. This started after the analyses of an initial questionnaire answered by the students. The didactic unity was elaborated based on an earlier proposal made by GREF (Physics Teaching Reelaboration Group) for a Thermal Physics course, and involved situations on students daily lives, in particular, those activities tried to relate formal contents discussed in classrooms to the kitchen environment. The didactic unity was applied to a public high school classroom at Limoeiro do Norte (CE). After evaluation of this experience it is possible to state that contextualization is a challenge that shall be faced, so that students may have a more critical look at physics, understanding that this subject is of relevance to all of us and is present in all world around us

A prática interdisciplinar como estratégia de aprendizagem na formação continuada: uma experiência com professores da área das ciências da natureza

The school is a privileged locus of pedagogical reflection and, therefore, can and must be the best place for the process of continuing graduation for teachers. This process can be very productive if executed with an interdisciplinary group, once interdisciplinarity enables sharing different disciplines and also different personal stories. This study aimed to build a continuing graduation opportunity with an interdisciplinary group of teachers to Natural Sciences area, in a private school in the city of Natal - RN. This opportunity was build using as a tool the elaboration of interdisciplinary class called dialog-lesson. The methodology was in accordance with the principles of the qualitative approach of search-action, and the methodological way consisted of three stages that sought to meet the specific objectives: the definition of multidisciplinarity and interdisciplinarity, which had teachers in the Natural Sciences area; present a proposal that emerged from group discussions, identifying some elements of the limits and possibilities of the activity developed by the group of teachers from the Natural Sciences area. The results showed a studies lack on the subject by teachers and induced the reading and studing the Education legal documents (LDB, PCNEM and OCNEM). The planning of lessons led to the need for meetings that established the process of continuing graduation in exercising at the school. The interdisciplinary practice enable many gains, for example, the cohesion of the teachers, the perception need to constantly update and use of teaching units for planning. But it was also possible to observe limits, such as the difficulty of working with large classes and the danger of the content become superficial. The experience has shown that continuing graduation at school is possible and can be beneficial the use of interdisciplinary groups for this purpose, because it allows the exchange of experiences and pratice reflection of teaching in the itself exercise of this teaching

Abordando as relações ctsa no ensino da química a partir das crenças e atitudes de licenciandos: uma experiência ormativa no Sertão Nordestino

Este estudio investigó las actitudes y creencias de los estudiantes universitarios en Ciencias Químicas por la Universidad de Río Grande do Norte (UERN) como un paso hacia la elaboración de una propuesta de material didáctico para el estudio de las relaciones CTSA en la licenciatura en química. Para el conocimiento de las actitudes y creencias fue utilizado dos instrumentos (Escala Likert y un cuestionario), que proporcionó un análisis dentro del nuevo paradigma de investigación (cuantitativa y cualitativa) en la Enseñanza de la Ciencia y Matemáticas. Los resultados mostraron que los estudiantes de licenciatura en química tienen creencias positivistas y que suelen son considerados por algunos como ingenuas, como la creencia en el modelo de decisión tecnocrática, la linealidad del desarrollo científico y tecnológico que lleva a el bienestar social y neutralidad de los conocimientos científicotecnológico. Basándose en estos datos y la literatura sobre el tema se elaboraron tres módulos de aprendizaje: a) Cuestionando la hegemonía del conocimiento técnico y científico, b) Las relaciones entre ciencia, tecnología, sociedad y medio ambiente - las relaciones CTSA c) Propuesta de temática para la enseñanza de la química en una perspectiva de CTSA: El Río Mossoró. Por último, el material producido se utilizó en dos cursos ocurridos en el Campus Central en el Centro de Educación Superior en São Miguel, ambos de UERN. Los participantes expresaron su aprobación al enfoque trajo de el experimento propuesto y de el caso de simulación contenidos en la propuesta de

Produção de sentidos sobre a maternidade: uma experiência no Programa Mãe Canguru

Este artigo analisa, sob a perspectiva da relação entre a família e instituições de saúde, os sentidos produzidos sobre a maternidade em um programa de saúde neonatal desenvolvido na rede pública - o Programa Mãe Canguru. A partir de entrevistas e observações feitas com usuárias durante sua participação no programa, buscamos apreender como as práticas discursivas e não discursivas sobre maternidade e maternagem, difundidas nesse processo, se articulam com as experiências concretas dessas mulheres para produzir novas configurações subjetivas. Na interpretação dos dados, realizada através de análise do discurso, os aspectos mais significativos das falas das entrevistadas foram agrupados em quatro núcleos de sentido: família e religião; o impacto do nascimento prematuro; desconfiança e resistência nas relações com instituições e profissionais de saúde; e a experiência com o Programa Mãe Canguru. Ao final, procurou-se identificar as principais estratégias e formas de singularização utilizadas por essas mulheres ao atribuírem sentidos ao papel materno.

Geometria e arirmética numa visão multicultural: uma experiência pedagógica

This paper aims to build a notebook of activities that can help the teacher of elementary school mathematics. Topics covered are arithmetic and geometry and the activities proposed here were developed aiming print them a multicultural character. We take as a base line developed by Claudia Zaslavsky multiculturalism and reflected in his books "Games and activities worldwide" and "More games and activities worldwide." We structure our work around four themes: the symbol of the Olympic Games, the pyramids of Egypt, the Russian abacus abacus and Chinese. The first two themes allow you to explore basic concepts of geometry while the latter two themes allow us to explore numerical notation and arithmetic operations

A etnomatemática dos trabalhadores das cerâmicas de Russas-Ce e o contexto escolar: delineando recomendações pedagógicas a partir de uma experiência educacional

It is still common among contemporary educational proposals an overemphasis abstraction, to the formalism and symbolism of mathematical knowledge at the expense of the sociocultural aspects of Mathematics. Coming up by questioning some academic mathematical tenets and valuing knowledge developed in different sociocultural contexts within Mathematical Education, the Ethnomatematics is consolidating itself as a research field. Despite its contributions to the educational context, because its philosophical character and the paucity of debates about the subject, the implementation of educational proposals for basic education are scarce. Given this situation, this dissertation comes up with a view to develop an educational intervention in the light of Ethnomathematics in a class of 6th grade of an elementary school from a red ceramic industries workers community, located in a countryside from Russas-CE and from this intervention, to develop a set of pedagogical recommendations aiming basic education teachers. Adopting a perspective of qualitative research, particularly guided by action research, this study used observation, field diary, interviews and activities with students as tools for data collection. It was found that the use of field research as part of teaching and learning favored the placement of students as critical subjects of their own reality . Furthermore, the educational experience culminated in the development of a method of teaching based on a relationship between protocooperational Ethnomatematics and the Resolution of Problems. It is necessary to broaden the debate about the ways in which the Ethnomatematics can contribute to the school context, bringing proposals closer to the reality of basic education teachers in order to help the promotion of an education which values cultural diversity without taking away the students from the access of the academic knowledge

Produção em revista : Representação do moderno e do regional na experiência potiguar anos 1920

This work brings some reading about a few Norte-rio-grandenses writers collaborations published in literary papers which circulated during the third decade of the twentieth century in Brazil, in a way of enlarging the understanding of how the cultural debate was carried out in the years of the definition of the Brazilian Modernism, based on the relationships between literature and culture. Under the genres of prose and poetry, the selected textual collaborations for analysis have brought the traces of a small group of articulated authors in the Brazilian cultural scenery from the 1920 s, concerning the issues of the modern (linked to the modernist renovation) and the regional (under the aspects of the tradition). The set of the analyzed collaborations is representative of a modern-regional cultural practice marked by a tendency either local or cosmopolitan, thus, sharing a large dimension of the formation of the modern literary tradition, marked by different kinds of practices which give form to the project of a collective national awareness. The characterization of the existence of an intellectual field with big links, however with its own characteristics and a certain autonomy, which also gets integrated to the cultural debate of the so-called modernist years through the literary vehicles, gives to these intellectual people a co-participation in the renewing movement in the formation context of the brazilian cultural modernity of the early twentieth century

Conectores sequenciadores e e aí em contos e narrativas de experiência pessoal escritos por alunos de ensino fundamental: uma abordagem sociofuncionalista

In this dissertation, based on two theoretical frameworks, American functionalism and variationist sociolinguistics, I take as subject the sequence connectors E and AÍ, which has the grammatical function of indicating retroactive-propeller sequenciation of information. I analyze the variable use of these connectors in texts written by students from two public schools in the city of Natal, RN, attending at the time of data collection (the year 2012), two distinct levels of basic education: the sixth and the ninth year. The students who contributed to this research wrote, as part of their activities in the classroom, texts of two narrative genres: narrative of personal experience (non-fictional) and short story (fictional). In addition, these students and their Portuguese teachers answered a test of linguistic attitude in which they gave their opinions regarding the appropriateness of the use of connectors E and AÍ in contexts of speech and writing marked by distinct degrees of formality. The results obtained by means of quantitative analysis showed different tendencies of linguistic, social and stylistic distribution of connectors E and AÍ in the narrative texts written by the students. I related these results to the action of two principles: the principle of persistence, linked to the process of change by grammaticalization, and the principle of stylistic markedness. Besides, I took into account the answers provided by students and teachers to the test of linguistic attitude for refine the interpretation of the results

Entre Millôr e Derrida: o humor enquanto experiência da alteridade e do impossível

Brazilian humorist Millôr Fernandes has a widespread work, from literature to visual arts and journalism. Yet there is the indelible mark of humor, wherever it is. In this dissertation, I propose a reading of his work by deploying French philosopher Jacques Derrida, emphasizing how the construction of the other happens. I aim at Millôr Definitivo: A Bíblia do Caos, but other works will be contemplated when necessary. In order to carry out the analysis, I will offer a general exposition of Millorian work (especially Millôr Definitivo:A Bíblia do Caos) and a general sketch of Derridian philosophy, centered on his discussion on Western philosophy, literature and alterity. At the analysis itself, I will set the methodological axis on the quasi-concept of invention. The analysis shall stress the hypothesis of humor as the experience of alterity and impossible, showing off the humorist as the totally other. In the Millorian text, that experience is characterized by conflictivity, without possibility of resolution

Eu não vi, eles me contaram. Uma experiência de transmissão e recepção oral no cotidiano dos sem-terra

Conselho Nacional de Desenvolvimento Científico e Tecnológico

Experiência, memória e humor: representações sociais em as filhas do arco-íris e em primeiras estórias.

Este trabalho analisa relações da experiência, memória e humor e investiga representações da infância, da velhice, da loucura e do alcoolismo no romance As Filhas do Arco-Íris, de Eulício Farias de Lacerda e em contos de Primeiras Estórias, de Guimarães Rosa, destacando-se que meninos, velhos, cegos e loucos, mesmo marginalizados, podem ser encarados como atores sociais na formação das comunidades. Verifica-se que essas personagens constituem uma coletividade no sentido de evocar a representação de indivíduos. Também se procura examinar práticas literárias e culturais no âmbito do sistema literário brasileiro, com ênfase em regionalismos, oralidade e considerações sobre literatura e sociedade. É desse modo que se busca observar que as obras destacadas estão inseridas numa discussão moderna acerca do desenvolvimento sociocultural. Portanto, a preocupação desta pesquisa deriva da discussão moderna acerca do desenvolvimento social. Diante disso, observa-se nos textos de Guimarães Rosa e de Eulício Farias um tratamento narrativo em torno dessas personagens, enfatizando que as situações vividas por eles envolvem experiências que os levam a construir, em relação ao contexto social, aspectos de amadurecimento, rememoração, compartilhamento, encantamento, viagem ao desconhecido, movimentos históricos, alegrias e tristezas, sempre demonstrando uma sintonia com a temática da modernidade. Assim, as condições sociais são interpretadas para evidenciar e confrontar: discriminação, amizade, conflito, respeito, marginalização, memória social. Ainda são estabelecidas comparações entre personagens do romance As Filhas do Arco-Íris com as de alguns contos de Primeiras Estórias, salientando-se considerações sobre o narrador, as inter-relações, regionalismo e relações entre literatura, organização e processo social. Esta pesquisa tem por base o conceito de sistema literário consolidado idealizado por Antonio Candido e os postulados de estudiosos e teóricos como: Walter Benjamin, Jacqueline Held, Mikhail Bakhtin, Roland Barthes, Ana Paula Pacheco, Serge Moscovici, François Laplantine, Liane Trindade

A mídia dos outros somos nós: a experiência audiovisual do Ponto de Cultura Cinema para Todos

This research aims to identify the process of appropriation of audio visual (in digital video) for collective symbolic production (participatory video practice that expresses popular culture) in a socio-cultural context where the minorities are. Therefore, we based this study on the students‟ experience of the film and video workshops held by Cinema para Todos (Culture Point Cine for All), in Natal, RN. Culture Point is the basis of the project Programa Nacional de Cultura, Educação e Cidadania Cultura Viva (National Program of Culture, Education and Citizenship - Living Culture) of the Brazilian Ministry of Culture. In 2010, the Cine for All developed three film and video workshops in the state of Rio Grande do Norte (Northeastern of Brazil), in the municipalities of Açu, Lajes and São Gonçalo do Amarante, within a public policy project of socio-cultural inclusion. These three workshops are the focus of this empirical investigation. To support the analysis of this research we consider that the spaces of workshops are sites of the social practices origin, assuming they show the development of the changes of actions that generate new practices. In this socio-cultural context the students as interlocutors process the communicative culture mediation, where come from the logics of action (using digital video) to become a mediatic practice (video auto ethnographic). With the overall goal set and the field of investigative action delimited we considered the methodology of case study suitable for the observation of the object, because it is a phenomenon of modernity, occurring in a context of real life and with little or no control over events. Participant observation and interviews was also applied to this case study. The analytical theoretical support comes from the notion of mediation by Jesús Martín-Barbero and the concept of habitus by Pierre Bourdieu. The research found that a new way of communicating has been developing by this social group, and this reflects the technological change experienced by them. The auto ethnographic videos, short movies, reveal an allegorical trial of the mainstream media, because while they use the mainstream format, they rework the aesthetic, but without revising the history, in fact they proposing to retell the history of themselves full of colorful details and with richness of their forgotten popular culture.

A montagem e a utilização de lunetas de baixo custo como experiência motivadora ao ensino de astronomia

This work reports on an experience of continual development courses for in-service teachers from some high schools of Bauru's (SP) region, for whom a specific workshop on assembling of refractor telescopes has been carried out in order to supplement their knowledge in astronomy. In the current article, the importance of the practice (or "knowing") in the context of their academic formation is discussed as well as some steps on the assembling of low cost refractor telescopes are described. The main results obtained from the participation of these teachers in the proposed activities are also presented.

A influência da recompensa e da experiência na discriminação visual simultânea em sagüi comum (Callithrix jacchus)

The discrimination learning is assessed through instrumental tasks in which the individual is rewarded for choosing one item over another. Thus, in concurrent visual discrimination of objects the animal must learn that only one of the objects will be rewarded. The concurrent visual discrimination is relatively simple, and already been observed Callithrix jacchus is able to accomplish this task. As yet wasn't seen the influence of the qualitative aspects of the rewards, in the performance of concurrent visual discrimination of objects in nonhuman primates, and as in most tests are used isolated animals, the present study had two stages: at first we had as objective to analyze the influence of the caloric value of the reward on the performance in concurrent visual discrimination of objects in isolated animals; in the second, we had the intention analyze performance of C. jacchus in realization of discrimination task in different social contexts, as well as, analyze the influence of previous experience in task performance. In the first stage (Study 1), the animals were not able to discriminate foods that presented small caloric differences . This incapacity in discriminates the rewards was responsible by generating randomness in task of concurrent visual discrimination of objects. In the second stage (Study 2), observed that, independent of social context in which the task was presented, the performance both of the experienced animals as the inexperienced animals tended to randomness. In the first case, is likely that the pattern of responses of the experienced animals is a reflection of their own performance when they were observed in isolation. In the second case, in turn, the randomness was probably due to the small number of sessions. Although present a pattern of performance similar to inexperienced individuals, we verify that the experienced animals monopolize the food consumption when they were in the presence of inexperienced individuals. This was a consequence of the experienced animals have presented lower latency the approximation of apparatus and, consequently, obtain more food. In turn, the inexperienced animals, when were in the presence of experienced, had to adopt alternative strategies to obtain food. Thus, C. jacchus is able to use the previous information he had about the task of solving their own benefit.