Repositório RCAAP

The present study started from the reflection of our own practice, in which we sought to analyze the contributions of the interventions of the teacher-monitor for the emergence and development of the argumentation among students participating in a Science Club, during an investigative experimental activity on the introductory concepts of area and perimeter. The research is characterized as qualitative, using Content Analysis to interpret the information gathered from video recordings. Seven students participated as subjects. The space investigated is considered an alternative environment destined to the teaching, research and extension of didactic actions directed to Sciences and Mathematics. During the analyzes we realized that our interventions as teacher-monitor helped in the emergence of argumentation and in the construction of mathematical knowledge. We have found that complete argumentative organisms have emerged according to the Toulmin pattern, as well as various forms of action and thought.

This article refers to the formative aspects that constitute the pedagogical practices of the Basic Education teachers participating in a Continuing Training in Mathematical Modeling. Assumed from the phenomenological perspective, the research was established from the analysis of the speeches and actions of eleven teachers in two different contexts: the meetings of the formation and its classrooms. The results evidenced the multidimensionality of the process of constitution of teachers' pedagogical practices and revealed that their training needs may not be met by exclusively theoretical and generalist training strategies. In this sense, it is relevant that the pedagogical practices characteristic of teachers is considered as guiding, since they can provide indicatives of referrals that contribute to the adoption of Modeling. The idea is, therefore, that the approach to Modeling be initiated based on the reflection on the pedagogical practice of teachers and not only on theory.

The voyage of the English naturalist Alfred Russel Wallace (1823-1913) to Brazil in the mid-nineteenth century, and his studies on the palms of the Amazon region, served as a basis for the elaboration and application of a didactic sequence to promote teaching and the learning of biological contents related to the biological classification and phylogeny of living beings. The didactic sequence, composed of eight classes, was applied to high school students of a public school in the city of São Paulo. The aim of this research is to analyze, in one of the eight classes of components of the didactic sequence, the construction of meanings in the social plan of the classroom, through the use of an analytical tool of the discursive interactions between teacher and students. We used the reference system developed by Mortimer and Scott (2002), based on teaching focuses (teacher intentions and classroom discourse content), communicative (dialogic or authority, interactive or non-interactive) and actions (patterns of teacher interaction and intervention). The analytical tool made it possible to characterize in the construction of meanings a "teaching spiral" articulated between the communicative approaches of the teacher and the contents worked (historical, scientific and meta-scientific contents) in a biology class from the learning of an episode of the history of the Biology.

In this article - which is a cut of a master's research - we present and discuss results about how researchers in the area of science education understand and work with the curricular perspective of the Thematic Approach. Based on the concepts of the epistemology of Ludwik Fleck, we investigate who are the researchers who are part of the esoteric circle of subjects and who, therefore, build knowledge on the subject. In this sense, also, after the identification of such circle, characteristics are presented about its constitution and, mainly, about the Thought Style of these subjects. From the analysis of interviews conducted with these researchers and also from elements derived from a bibliographic review process, it can be seen that the Thought Style of the group is strongly linked to Paulo Freire’s presuppositions. Also, it was identified proximity between the Thought Style and the nature of the Pedagogical Moments.

This article tries to problematize, from the evidence of the proliferation of (visual) maps during the fifteenth to the seventeenth centuries, the entrance of imagery artifacts (not only maps, but images in general), hitherto unspecified in relation to textual sources, in a culture that historically finds itself strongly dominated by writing. The question is, after all, what made this event (of the proliferation of images) possible? What is sought, therefore, is to analyze what changes are perceived in the epistemological status of images in the production of knowledge from, especially, the Renaissance period.

One aspect of the nature of science (nos) is illustrated through one historical episode of science depicted in images, in order to emphasize that both theoretical and technical questions exert influence on the mode of knowledge production. At first, the non-neutrality of the observation is emphasized as evidencing the influence that the theories and artistic techniques related to the perspective and the chiaroscuro exerted under the way Thomas Harriot, Galileo Galilei and Lodovico Cardi represented the lunar surface. Finally, it is considered the potential of this analysis to increase scientific education by highlighting the importance of images in the understanding and historical construction of knowledge.

Cell biology teaching has been object of studies that involve curricular and teaching aspects. Considered an abstract field in biology, cytology is a difficult subject matter. This work aimed to analyze forms of teaching approach of cell biology proposed for High School, through a systematic review in the specialized literature. We use as criterion of initial time frame the decade of 1990, when consolidated in Brazil the Science, Technology and Society approach, educational perspective that we consider an attempt to overcome the fragmented teaching. The research involved the analysis of papers published in the main journals of research in Science teaching at national scope and in annals of national meeting of the area. The analyzes showed that in the proposed approaches predominates a conceptual and scientism emphasis, not triggering commonly the history of Science, social issues and ethical dilemmas in the formative process.

The present research consists in a literature review of scientific production on didactic proposals related to the STS approach in Science Education journals. The methodology involved two different stages. Firstly, the papers that approached the topic were mapped and a quantitative study, which comprised the study time frame. Secondly, a qualitative analysis of the selected articles was conducted, prioritizing a discussion that aimed to identify how the authors, who belong to the research community in Science Education, are appropriating the theoretical references based on the STS approach in order to develop their proposals in the school context. It was possible to identify the heterogeneity of appropriation forms in the design of the pedagogical proposals related to STS approach. We emphasize that it is necessary to advance in the discussion of social aspects that involve science and that this discussion must go beyond the school context, inserting the local community and its surroundings in order to promote socio-political actions.

This work aims to identify and analyze studies that investigated the insertion of science-technology-society relations in didactic books in the area of sciences, regarding their characteristics, contributions and limitations for teaching with a CTS focus. A bibliographic research was carried out, with a qualitative methodological approach. The studies were located at the portal of Capes Journal  and in the Capes Thesis and Dissertations Bank considering the period from 2010 to 2017. The main results indicated that, although there are initiatives to insert the social dimensions of science and technology in the textbooks, the space reserved for such discussions is not very expressive, both in the Brazilian textbooks and in the textbooks of other countries. The importance of criticality regarding the selection and use of didactic works is reiterated and it is understood that teacher training can collaborate with critical-reflexive spaces that contemplate debates about the textbook and its use in the classroom.

This is a text written after the death of Maurice Bazin, in the context of an articulation of tribute to this scientist-educator. We seek to characterize his trajectory from the perspective of cultural practice for the freedom of the oppressed, explaining his productions within the scope of the Science for the People movement and the liberating educational references used by him. Our analytical focus highlights the influence of his scientific, cultural and socioeducational practices in the training and professional performance of the the both authors of this manuscript, as university professors of sciences. We emphasize the Espaço Ciência Viva as his main educational action in Brazil. At the end, as an exercise in cultural synthesis, we highlight formative potentialities for the scientific and technological education area from the perspective of education as a practice of freedom.

This article aims to identify and to describe the motivations and research problems of doctor dissertations and master theses concerning Chemical Education developed between 2006 and 2009 at the University of São Paulo (Brazil). Fifty-five theses and dissertations on Chemical Education were analyzed, considering the reasons given by the authors for the research development and the research problems. The theory concerning scientific knowledge presented by Fleck (2010) supported the analysis and discussion of data. The major motivations in dissertations and theses analyzed were related to diagnosis; the unveil of paths, and to the students learning, permitting to infer as the circulation of ideas happens in this area.

This paper is inserted in the studies about discursive interactions in Science Teaching. The goal is to verify which Epistemic Practices and Epistemic Movements are present throughout the analysis of the results in an experimental inquiry practical activity. Thus, it is intended to characterize the proposition of explanations in the interactions between teachers and students. For this, we selected two episodes of a class about the photosynthesis and respiration theme, taught with students of the 7th Middle School. Our results indicate the teachers’ contributions in order that the students could move from the hypothesis formulation’, based on the identification of the light as the experimental variable, to the development of explanations that incorporated the concepts. The resume of prior information allows the ordering of data, which seemed to be important for students to organize information and establish conceptual bases for the subsequent interpretation of the obtained data.

This article deals with the writing as creative power, as a possibility that is opened to the experience of an action that involves relations between body and power. For this, conceptual movements of a doctoral research were approached through a writing-experimentation. It is practiced a written cartography nigh literature, in which a fictional narrative was woven, a small story that helped to explain the concepts to be worked in the research. This created a body graphy that helps to problematize a discourse of appropriations. In this sense, a writing-body was assumed, choosing a policy of hybrid writing, which defoliated concepts that were engendered in researching and in creating a research her/him/self at researching and writing. The problematization proposed here has the power of helping many others who may be affected by this text, to envisage another way of doing research, in which the words can give force and power to their own moments, and that the researcher is constituted by writing (her/him/self).

The objective of this paper is to provide the reader a meeting with a fictional situation composed in the shape of intermezzo, that is, improvised interval between two musical pieces. Through a cut-off in an unfolding of the so-called Russell's paradox, the intention is to get the reader to dismantle himself between the lines of this crooked and dissonant musical piece, in order to compose with it his/her own interpretations about the mathematics teacher training math, as well as all the ramifications that this theme can unfold. A meeting with fingers, trying to capture notes at the infinite speed of an ever-unfinished work. A dip in tangled lines, vibrating notes, wish-seekers, always lurking for escape lines.

A research in Mathematical Education bet on an inventive cognitive policy and on non-dogmatic thinking as a way of looking at the variance present in the immanence of living. It brought an experimentation as a circus device - aerial tissue trapped in an avocado tree - that made geometries and existences arise. Strings and notebooks and photos made the language and mathematics drag, which stuttered. Modes of operating with invented geometries were born in the disarrangement of the arrangement. Alongside this, formative processes in invention with fabric, with string, with laughter, with risks, with knowledge-taste were produced with geometries. Adolescents and graduating teachers risking to lose themselves in their territories, in the falling of their faces and their many meanings in the processual forming, invent themselves with invented geometries. The mapping of the vivid processing of these formative processes was compounded by a policy of narrativity that was inspired by the attachment game of the white clown and Auguste and the philosophies of differences.

In this article, using a phenomenological approach, looking through the affective traits of the characters in The Wonderful Wizard of Oz, possible relations with Mathematics are sought. The peculiarities of each character and their particular quests make it clear, in this classic story of mass culture, the personification of certain affects, putting them in a prominent position which justifies the consideration of a coexistence in the ambit of teaching and learning Mathematics. Perceptions, fears, concepts and beliefs emerge from the reading of each of the characters – Oz and his different facets; Dorothy and the purpose; Scarecrow and Being Unintelligent; Tinman and the Feelings; Cowardly Lion and Fear – and unite to a plot of theoretical discussions that allow thoughts over questions regarding Mathematics.

This article has as scope to entangle in the strangeness of a dissertation titled: Stories of a (re)research in a school of the field with teachers who teach Mathematics. To do so, the article rubs the fiction of some parts of the dissertation: in the first act there are four episodes with interventions and in the second act, documents are presented on Field Education and it is discussed how Mathematics Education has rubbed itself from/with/with/for Field Education. In this way, the strands drawn here are entangled in the tangle of a Dissertation that finds in fiction a way of rubbing some events/strangles experienced by a (re)search in the existential territories of lives.

potentialities of mobilizing fictional narratives in (and to the) research in Mathematics Education, showing how these narratives were present in our researches, allowing problematization and theorization as much as reflect and materialize a form of writing that communicate what was said in the text. To do this, we analyze understandings that a research group defends and exercises about scientific aesthetics, the forms of presentations of the work, and the ways as the arts, particularly the literature, may be present viscerally in research in Mathematics Education, taking as an example an exercise in writing of a (fictional) narrative.

This article is written in passing that look at infant researchers who play with a way of researching and a way of writing this: a written of research and a research of written. We open ourselves to poetry to do, to tell and to write research in mathematics education, seeking to weave a writing mode that offers more thoughts than foundations. Thoughts that in its beginning may be nothing, although it is only in this way that we are determined to write a research so-called academic.

The present study is part of the project "Challenges of the teaching of Mathematics in the Engineering courses in the XXI” century, whose objective is to investigate and propose actions for the improvement of the transition High School - Engineering Teaching. The answers in a questionnaire containing 49 questions, given by 27 professors of the Department of Mathematics of a traditional college of Engineering of ABC Paulista, were analyzed. The sample collected represented 69% of the population of interest. The analysis of the data occurred through the statistical treatment and through Content Analysis. These analyses define five constructs pertinent to the teaching work. The results point to a relatively homogeneous opinion about the identified constructs. The small differences between the groups of teachers seem to be more associated to the pedagogical conceptions of each teacher, without indicating a characteristic group of teachers. There is strong adherence of teachers to the college culture. Thus, changes in pedagogical approaches must be attentive to institutional policies, since its corporate vision and its traditions overlaps with individual visions.