Construção fragmentada: uma análise gerencial dos processos construtivos do complexo de prédios do Instituto de Educação Matemática e Científica (IEMCI) da UFPA

Nos últimos anos, a Universidade Federal do Pará (UFPA), entre outras providências importantes, tem investido significativamente na reestruturação e expansão de seus campi, com a construção de novos prédios, ampliação e reforma dos já existentes. Como na maioria das IFES, porém, na UFPA não existe estrutura e tempo suficientes para que a equipe técnica responsável possa gerenciar e executar os projetos executivos, acompanhar e fiscalizar as obras de construção e manutenção. O objetivo deste trabalho é fazer uma análise gerencial dos processos construtivos da UFPA, tomando por base a obra do Complexo de prédios do Instituto de Educação Matemática e Científica (IEMCI) da UFPA, visando à identificação e minimização dos problemas que se apresentaram ao longo de seu fluxo. Para tal, procedeu-se um estudo de caso nos processos administrativos e demais documentos inerentes à construção dos diversos módulos que compõem o Instituto, com o levantamento de dados de todas as obras executadas, e realização de entrevistas, baseadas no modelo de Campos (2011), a todos os envolvidos no processo. Após a análise dos resultados, constatou-se que a falta de planejamento e gerenciamento efetivo dos processos de projeto construtivos produziram vários problemas, entre os quais, projetos incompletos e falhos, levando à construção fragmentada. A obra, executada em várias etapas, custou 35,19% mais, do que se fosse realizada em uma só etapa, integralmente. Quanto ao prazo, esse acréscimo foi maior ainda, chegando a 283%. Concluindo-se que os intervenientes causados pela fragmentação, influenciaram seriamente no prazo e no valor final da obra.

Elementos de história da educação matemática

Neste trabalho a quatro mãos, Antonio Vicente Marafioti Garnica e Luzia Aparecida de Souza tentam compreender de que modo a história do ensino da Matemática influenciou os métodos didáticos atualmente empregados, principalmente na educação básica, mas também na formação e no direcionamento dos professores. De acordo com os pesquisadores, após as reformas educacionais realizadas na França na década de 1790, em grande parte sustentadas pelos ideais iluministas, elementar passou a significar introdutório, ou simples, e a caracterizar essencialmente as obras voltadas para o ensino. Ainda hoje a Matemática é, muitas vezes, tanto no Brasil como no exterior, tratada no ensino básico como uma espécie de introdução que nunca transcende a si mesma. Os autores também reuniram no livro os resultados de algumas intervenções de campo, como discussões que promoveram com crianças e seus professores acerca da influência da memória comunitária no aprendizado da Matemática e levantamento sobre a importância da oralidade para a transmissão de conhecimentos de Aritmética e Geometria.

Educação matemática na educação profissional de nível médio: análise sobre possibilidades de abordagens interdisciplinares

In this article we aim to broaden the discussion about mathematical education of students of Middle Level Professional Education in Brazil (EPTNM), focusing on the issue of interdisciplinarity, emphasized in official documents as one of the organizing axes of the curriculum for this type of education. Studies in this field are justified by the growth of this modality in the Brazilian educational system, as well as the lack of specific investigations in the field of Mathematics Education about it. Our research is guided by the questions: Can the adoption of an interdisciplinary approach to organizing the curriculum contribute to building links between technical professional education and the more academic education characteristic of Middle Level education? What are its potentialities for promoting more meaningful learning of mathematical content in this type of education? We conclude that the superficiality with which the theme of interdisciplinarity has been handled, and the lack of contextualization in other research related to it in mathematics education, are some of the reasons for not implementing the idea successfully. In this article, we discuss the contribution of different authors who research the theme and include proposals to explore Ethnomathematics and Modeling as possibilities for curriculum enrichment of the EPTNM, linking different areas of knowledge and contextualizing math in the reality of the world of work.

A educação matemática nos anos iniciais: análise de necessidades de formação profissional de docentes no contexto do SARESP

Pós-graduação em Educação para a Ciência - FC

O número de ouro no ensino da matemática na educação básica

Pós-graduação em Matemática em Rede Nacional - IBILCE

Narrativas de Práticas Pedagógicas de Professoras que Ensinam Matemática na Educação Infantil

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Narrativas: um olhar sobre o exercício historiográfico na Educação Matemática

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Educação Matemática e Sociedade

The paper's aim is to justify the creation of the line of research Mathematics Education and Society in the Graduate Program of Mathematics Education (PPGEM), UNESP (Rio Claro, SP). In a brief history of the constitution of the mathematics education community, the categories culture and society were emphasized. A brief summary of sociology is presented, drawing on classical sociologists and contemporary authors. The group EMsociedade is presented, and its purpose, which is to be part of the PPGEM to establish a space for discussions between students and supervisors from the Graduate Program, elementary and middle school teachers, and others who have interest in the subject. One of the arguments defended by the group is presented: institutionalized mathematical knowledge in the Twentieth Century is a commodity. Finally, some future considerations are outlined, including the expectation that the line of research Mathematics Education and Society will be included in the PPGEM.

Educação de jovens e adultos: a construção das operações aritméticas em matemática

Working with adult students who attend literacy rooms has been set a challenge for educators, especially with regard to issues of learning mathematics. This work of course completion intention was to investigate the process of construction of arithmetic operations in mathematics from the perspective of the students themselves. Thus specific objectives were to investigate how these students face simple operations that can do this automatically on a daily basis, but not always systematized in the classroom; how these students think and communicate their ideas to the mental operation of the paper record. To this end we chose a qualitative research approach with characteristics of case study, conducted in a room of Youth and Adult participants with three ladies. The data collection occurred through the application of a semi-structured, audio recorded and later transcribed, which issues the verbalization sought and a description of how to give students the learning process of some mathematical content. The results showed that students bring with them skills, cultures and values to the classroom and that these are the basis for understanding the content. The teacher of adult education must take into consideration everything that the student brings to the classroom, their experiences, their history and culture, thus questioning the real world, so they can understand math in a way closer to their daily lives

Etnomatematica: psicologia aplicada à educação 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

A evolução na prática da educação: o uso das mídias como ferramentas no ensino/aprendizagem da educação matemática

It is possible to note that the teaching done in the usual way goes against the language of youth today. It is essential that there be incentives and subsidies regarding the use of such media, whether the responsible government agencies and their members, be they principals and teachers, so there is a reform in the existing educational models and teaching. Currently, teaching is in a purely encyclopedic context of teaching models with pre-defined, ignoring the teaching based on the context in which the student lives (ethnomathematics). The objective of this work is to show how the use of audiovisual best known, such as newspapers, magazines, TV and computers can assist in teaching and learning of mathematics education, making teaching more enjoyable and inserted into the day-to-day student

Um Estudo da modelagem matemática na educação matemática e seu potencial para o desenvolvimento do pensamento crítico

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

Algumas interseções entre projetos e modelagem no contexto da Educação Matemática

In this article we present a theoretical study on possible intersections between MathematicalModeling and Projects regarding mathematics classes. Thus, we report a brief historical perspectiveon the use of Projects within the educational context. We also present a variety of conceptionsand meanings of the words Projects and Modeling. We found that, regarding the conception ofModeling assumed, there are intersections with the elements that form the idea of Projects. Theliterature then shows that essential aspects for the development of a Project are present when oneworks with Modeling. At this intersection, Modeling Projects can be elaborated.

Travessias de Cecília: a caminho da educação matemática no CEEJA Padre Moretti - Rondônia

Pós-graduação em Educação Matemática - IGCE