http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/4320 2025-09-27T12:35:14Z 2025-09-27T12:35:14Z SILVA, Samuel Ribeiro da http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9776 2025-09-08T11:48:29Z 2023-12-12T00:00:00Z

Título: Conhecimentos profissionais de futuros professores de matemática sobre as propriedades da igualdade : um processo formativo mediado por tarefas de aprendizagem profissional Autor: SILVA, Samuel Ribeiro da Primeiro orientador: ALMEIDA, Jadilson Ramos de Abstract: In this research, we seek to understand the professional knowledge of future mathematics teachers about the content and teaching of the properties of equality for the 6th year of Elementary School. With a qualitative and interpretative approach, along the lines of an intervention research, we adopted the Mathematics Teacher's Specialized Knowledge (MTSK) as a theoretical framework and in the analysis of descriptive data, which assumes that the professional knowledge of the mathematics teacher is specialized. Data production took place through a training process mediated by a Professional Learning Task (TAP) and orchestrated by the Professional Learning Opportunities (OAP) model, whose acronym in English is PLOT (Professional Learning Opportunities for Teachers). Data come from audio recordings, written records and discursive interactions that took place during the training course, in which 19 Mathematics undergraduates participated in the exploratory phase (questionnaire) and six, in the training period. All were taking the Mandatory Supervised Internship III (ESO III) course at a public university in the state of Pernambuco, with the course teacher also participating (trainer teacher). The results showed evidence that undergraduates have, in relation to the properties of equality: knowledge of mathematical content (KoT), although they do not frequently use the notion of equivalence in solving mathematical tasks; knowledge of the structure of Mathematics (KSM), when they identify connections with past and future contents; knowledge of mathematical practice (KPM), evidenced at various times; knowledge of mathematics learning characteristics (KFLM), as they try to interpret students' errors and obstacles; knowledge of teaching mathematics (KMT), even though they do not know many digital resources for teaching; knowledge of the parameters of mathematics learning (KMLS), when they identify the levels of education relating them to the proposed task, however, there is a gap with regard to the knowledge of the official curriculum documents, as verified in the analysis of the previous questionnaire. Furthermore, we confirmed the formative potential of the Professional Learning Tasks (TAP) to promote the Professional Learning Opportunities (OAP), considering that, through reflections around the proposed task, discursive interactions and mediation by the trainer teacher, future teachers revealed to improve their knowledge. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação

2023-12-12T00:00:00Z BELCHIOR JUNIOR, Francisco Aucélio Evangelista http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9760 2025-01-30T11:59:08Z 2023-07-20T00:00:00Z

Título: O letramento científico na BNCC : possíveis contribuições para a formação continuada de professores de ciências dos anos finais do ensino fundamental Autor: BELCHIOR JUNIOR, Francisco Aucélio Evangelista Primeiro orientador: SILVA, Ivoneide Mendes da Abstract: The social dynamics are related to the advancement of Science and Technology, so there is a need to democratize access to scientific and technological knowledge beyond the preparation of young people for the world of work. Under this view, the Scientific Literacy under the aegis of BNCC, is a relevant discussion, bringing the need for Continuing Education of Teachers to develop activities that corroborate with integral training of the student, overcoming the memorization of contents worked in many times in a decontextualized way. This research aimed to investigate the limits and possibilities of a continuing education in the perspective of Scientific Literacy in the light of the BNCC for science teachers of the final years of elementary school. Therefore, we chose to use a qualitative approach, in order to obtain a broader view regarding the research object. We carried out the analysis of the official BNCC document in its final version approved and published in 2018. The data were analyzed in the light of the pertinent theoretical framework and from some elements of Bardin's (2016) Content Analysis. In possession of the categories that emerged, we structured and planned and carried out the processes of continuing education with Science teachers in order to identify the possible contributions and limitations of the formative process in the perspective of scientific literacy in the light of the BNCC. After the formative processes, narrative interviews were conducted with three Science teachers from the São Lourenço da Mata municipal education network who participated in the formative processes. The narrative interviews were categorized from the technique of Dialogical Thematic Analysis with some elements of Silvia and Borges (2018) and culminated in the construction of maps of meanings with the themes and subthemes of each of the interviewees. After analyzing these maps, we constructed a semiotic map that illustrates the presence of themes common to the three interviewees. Thus, in this work, we consider Scientific Literacy as a process of approximation of the student to the scientific culture. This process aims at a broader educational formation, focused on the development of criticality and the full exercise of citizenship. The Scientific Literacy characterized in the base, points to the possibility of interaction of the individual with scientific and technological elements of social life that collaborate with the decision-making for social well-being. In this context, it is necessary to reflect on the expansion of the repertoire of teachers of natural sciences in order to prepare them for a pedagogical practice based on the development of competencies pertinent to the area. Thus, it is evident the importance of developing continuing education workshops for teachers who can collaborate with the Scientific Literacy prescribed in the Base. Based on what had been built, it is suggested that future studies follow paths that help strengthen the discussions around the implementation of BNCC, the Continuing Education of Science Teachers and Scientific Literacy, so that the necessary conditions for science teaching can be promoted. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação

2023-07-20T00:00:00Z BARBOSA, Thiara Vanessa da Silva http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9753 2024-12-05T14:00:52Z 2023-10-30T00:00:00Z

Título: Questão sociocientífica acerca do derramamento de óleo nas praias do nordeste brasileiro: possibilidade para o desenvolvimento da argumentação em aulas de ciências nos anos finais do ensino fundamental Autor: BARBOSA, Thiara Vanessa da Silva Primeiro orientador: BATINGA, Verônica Tavares Santos Abstract: Science teaching has been undergoing changes that aim to provide students with training to develop a more critical reading of their reality. In this sense, a social practice that has potential for the construction of knowledge in a critical way is argumentation, which represents one of the dimensions of epistemic practice in the school context. This research is qualitative in nature in relation to the data approach and aimed to analyze how a socio-scientific question (QSC) on the topic of the Oil Spill in the South Atlantic Ocean, which occurred in 2019 on the northeastern coast, can contribute to the development of argumentation in classes science, in the final years of elementary school. This topic was chosen because it involves controversial issues whose key elements for understanding are discussion and debate. To this end, a didactic sequence (SD) was created that incorporates a QSC developed in a 9th year elementary school class at a private school in Recife, Pernambuco. The SD includes six classes of 50 minutes each, to carry out the proposed activities and resolve the QSC. The responses, actions and discursive interactions developed by students in the activities were analyzed based on a priori analytical categories, which refer to: identification of argumentative processes, analysis of their nature and teaching strategies mobilized in these processes. The results showed the presence of argumentative situations throughout the interactions between students, teacher and knowledge, and the discursive and epistemic movements linked to the development of argumentation. It was verified that the QSC worked on was successful for the development of the argument. The arguments elaborated by the students covered environmental, scientific, social and, especially, economic natures, as well as the mobilization, especially, of cognitive and metacognitive strategies. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação

2023-10-30T00:00:00Z FARIAS, Vitória da Silva http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9752 2024-12-05T13:48:53Z 2024-02-27T00:00:00Z

Título: Ensino de probabilidade : um olhar sobre os obstáculos didáticos a partir da análise da relação contratual entre professor-aluno-saber Autor: FARIAS, Vitória da Silva Primeiro orientador: LIMA, Anna Paula de Avelar Brito Abstract: The present research aimed to analyze how the contractual relationship can influence the emergence of didactic obstacles in the teaching of Probability in the Final Years of Elementary School, more specifically in the 9th Grade. Therefore, we used as a theoretical contribution of this work, two theoretical notions developed by Guy Brousseau, the Didactic Contract and the Didactic Obstacle. The Didactic Contract refers to the clauses established, especially implicitly, from the relationship between teacher and student in the face of knowledge belonging to the didactic situation. The Didactic Obstacle, in turn, concerns the teacher's choices when leading to the didactic situation, reflected in their actions, speeches and gestures, which have the potential to create barriers in the appropriation of knowledge. The mathematical knowledge that intertwined the research was Probability, a mathematical field governed by indeterminism that has chance as its object of study. The research is exploratory and had the participation of four Mathematics teachers from a public school in the municipality of São Lourenço da Mata, Mata Norte region of Pernambuco. Methodologically, the construction of their data occurred from three stages: mapping of didactic obstacles in Probability; semi-structured interviews; class observation. The results indicate that the emergence of obstacle factors occurs mainly from the didactic contractual element called negotiation, but that they can also emerge in other elements of the Didactic Contract such as expectation, rule and rupture. In addition, the study points out that there are some types of didactic situations in the face of the emergence of these obstacles: those that already favor the emergence of obstacles because they are already inadequately idealized; those that, in theory, would not favor the didactic obstacles, but the way the teacher negotiates it, makes the situation obstacle. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação

2024-02-27T00:00:00Z