RCAAP Repository

Since the construction of professional knowledge is in constant and gradual development, the participation of teachers in a continued education process is essential for improving teaching practice. Supervising teachers participate in university-school interaction projects; however, few studies have investigated this subject. This study was conducted to identify the actions and the discourse of these teachers and also the possible influence of the University-School projects in the practice of each of them. We selected two teachers and analyzed the conduction of their classes at school. Teachers were interviewed after the conclusion of analyze. We have observed practices based on knowledge of experience, contradictions between the statements they made and the actions they developed in the classroom, tensions between normative and subjective, and also possibilities of making contributions from participation in the PIBID project even more significant.

This article presents some results from a Master's research on the performance of children with signs of Developmental Dyscalculia, using as one of the instruments for the evaluation, the Transcoding Test. The objective is to analyze the repotencialization of mathematical abilities related to numerical transcoding - TN, after the period of psychopedagogical interventions. The research took place in two moments: the evaluation of 13 children aged 9 to 12 years and reassessment of the children, after the period of 10 sessions of interventions. To analyze the results obtained, we followed the indicated in the literature of the test and the Student's t-Test was performed. From the numerical results, graphs and tables were constructed with the aim of illustrating the variations in the performance in relation to the abilities of each one of the children. After the analysis of the post-test, it was verified that, in general, the children presented improvements.

The contextualization from the everyday life is defended by documents and theoretical references of Mathematics Education and associated to the principles of Peasant Education, considering that it offers meaning and allows to value the reality of the students. However, the second philosophy of Wittgenstein indicates that different realities are languages games that have at the most similarities and not an immediate relation.  In this sense, this research sought to understand the relationships that mahematics teachers of a Rural school make between the realities of formal and everyday mathematics. Teachers highlight problems in their formations, both in relation to content and in discussions about contextualization, which appears more as a discourse. But beyond the discourse it is possible to perceive in teachers’ statements that by they understand that some contents are difficulty to contextualize, but they should not be deprecated.

Research on challenges in learning Mathematics demonstrates a variety of classifications, such as ontogenetic, didactic and epistemological, which have been highlighted by Brousseau. In addition, contributions from other researchers include emotional and linguistic challenges. In this light, we aim to characterize the Institutional Didactic Challenge based on elements that make up the institutional epistemologies present in the teaching of Mathematics, with a focus on fraction, to students of the first and second segments of elementary education. To achieve this goal, a qualitative bibliographic research was undertaken. The results of the research have confirmed a difference in the approach of teaching fraction between the two segments. This is referred to as institutional epistemology, which is presented as a didactic challenge in the learning of fraction among beginners of the second segment of elementary school. In conclusion, we propose didactic de-transposition as an alternative for addressing the challenges in the transition.

This article presents the elaboration procedures as well as the evidences of factorial validity and trustworthiness of the Basic Psychological Needs Measurement Scale: Autonomy, Competence and Belonging (EMNPB). The EMNPB has 26 items, whose likert-type response scale, that aims to evaluate the satisfaction of the basic psychological needs of high school students in didactic activities carried out in physics classes. The EMNPB was applied to a sample of 451 high school students from state public schools in Santa Catarina. The following psychometric analyzes were carried out: factorial analysis, with extraction of the main factors; internal reliability analyzes, means and standard deviation of the items that make up the factors; and Pearson's correlation between the factors. The structure found is composed of three factors similar to the theoretical formulation: Autonomy (α = 0.82), Competence (α = 0.88) and Membership (α = 0.81). The results indicate satisfactory evidence of factorial validity and reliability of the scores and make the EMNPB suitable for use in investigations that focus on the study of the basic psychological needs of students in physics classes.

This paper discusses the theoretical principles of the method of “ascension from the abstract to concrete” as a process of concept formation and develops a learning approach based on it. The notion of a germ cell is expanded to the genetic model when it is considered the conceptual system of the academic discipline and its use for modelling of a phenomenon. The design of the activities started with the determination of the genetic model for the phases of the Moon, that is, the set of concepts and relations that supports the explanatory model of the phenomenon. From this model, we elaborated and organized a sequence of five activities for primary education in which each of them reduced and synthesized a specific conceptual relation of the model. The intervention was evaluated through written records of the students. We conclude that the proposed activity provided opportunities for students to mobilize concepts and construct scientifically adequate models. In addition, we conclude that the genetic model can be viewed as a tool for the organization of teaching activity and can be a tool for planning learning situations.

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The article analyzes the contributions of a continuing education course developed at the Museu da Terra e da Vida (Life and Earth Museum), aiming the promotion of the Scientific Literacy for initial years teachers of Mafra municipality public education (Santa Catarina State, Brazil). The study is characterized as a pedagogical intervention of qualitative nature, which uses the Discursive Textual Analysis methodology. Dialogues transcription and logbooks were used as sources to analyze the presence of scientific literacy indicators at non-formal spaces. Besides the Pedagogical emerging indicator, the following indicators were evidenced and characterized: scientific, institutional, social and aesthetic / affective interface. The course contributed to the articulation of the museum's activities with the school context, encouraging the improvement of science education in the early years, as well as scientific literacy and the means for its practice

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This study sought to understand concepts of teaching-learning of didactic materials from the Institutional Scholarship biology subprojects of Introduction to Teaching, of the Federal University of Pernambuco. To this end, we undertook a documentary research, based on the selection and analysis of methodological proposals of didactic materials, designed to carry out teaching practices. We verified that the materials were based on prefixed procedural templates, that proposed to conduct the experience through confirmation or reproduction of scientific truths. Furthermore, the didactic materials revealed guidelines for knowledge reviews, in order to lead students to the rescue of questions from previous classes. These elements revealed the traditional concept of teaching-learning, corroborating the vision of the content and the disciplinary logic that are reflected in the curricular structure of the biology degree courses, where the understanding of science is based on the idea of objectivity, apart from the very subject that constitutes it.

Considering the importance of characterizing didactic strategies about Socioscientific Issues (SSI) to evaluate the proposals made in the context of the teaching of the natural sciences in basic education, we analyze SSI-based teaching proposals in the literature, through a systematic review of articles raised in national and international databases. In the 34 articles analyzed, we observed the definitions of SSI and reported difficulties, such as the resistance found, the lack of adequate materials, the deficiency in teacher training, and the difficulty of the students themselves. However, the work shows that SSI-based education contributes to the construction of a scientific education that is contextualized and in line with STSE education, helps in the formation of critical and sociopolitically active citizens, mobilizes other knowledge and dimensions of content, among other advantages. In this sense, understanding better about this literature, we will be able to delineate with better quality future projects in the area.

he education-science-technology (STS) movement has been advocating overcoming the technocratic decision-making model in social issues involving science and technology. However, by including more actors in decision-making processes on TC issues, to the detriment of the purely technocratic model, what would be the role of technicians? In order to address this issue, a joint work involving the triad was carried out: professional / specialist performance, technical knowledge as a whole and training processes of technicians / technologists. In this work, considerations are made about the supposed neutrality of TC, one of the pillars of technocratic decision-making models, as well as possible answers to the research problem expressed and discussed in terms of roles assigned to decision-making technicians. These were synthesized in six categories: 1) Scientific Knowledge: a necessary and sufficient condition, 2) Provide Relevant Information, 3) Provide Relevant Information and Evaluate TC Impacts, 4) Reorient TC Research Agenda, 5) Enable Membership Adequacy -Technique and 6) Search Solutions Together with the Community. The main theoretical contributions were Paulo Freire and references of the CTS movement with special attention to the Latin American Thinking in Science-Technology-Society (LATSTS).

O trabalho mostra os resultados apontados pelos alunos que concluíram o curso Análise Matemática I da Faculdade de Engenharia numa sala de aula virtual com a modalidade b-learning, a partir do projeto de pesquisa, "A Sala de Aula Virtual e as redes sociais como suportes no processo de aprendizagem do primeiro ano da Faculdade de Engenharia", credenciado perante o Conselho de Pesquisa da Universidade. A metodologia utilizada foi a pesquisa ação colaborativa e participativa. A abordagem teórica inclui contribuições da Antropologia, Psicologia e Ciências da Comunicação, que ampliaram a visão do uso das Tecnologias de Informação e Comunicação no ensino e aprendizagem. A avaliação incluiu as dimensões de análise: Competências pessoais no uso das TIC, e o material didático utilizado. O análise e posterior reflexão mostra a Sala de Aula Virtual como opção valida para motivar a aprendizagem dos alunos. A pesquisa ação colaborativa permite o desenvolvimento profissional de professores.

This article analyses the production of Brazilian theses and dissertations about the Physics teaching for deaf and hearing-impaired students. The data consist of abstracts of documents located in the Catalog of Theses and Dissertations of Capes. The results indicate: centralization of academic production in public institutions and in the Southeast region; prevalence of researches that are not linked to groups/lines of research on inclusive education/special education and Physics/Science teaching; focus of research in Basic Education; thematic approaches in the elaboration/implementation/evaluation of didactic resources accessible to the deaf and/or hearing-impaired people, in the production conditions of/on their teaching and learning processes, and in the elaboration of signs for scientific terms. The results indicate the urgency that the Physics teacher’s education to deal with these students and the university as a space with inclusive perspectives are some of issues that may generate a plan for futures researches about inclusive Physics teaching.

Taking historical approaches as one of the ways to foster the production of meanings about the Nature of Science and based on the notion of virtual reader from Discourse Analysis, we analyze how aspects on the construction of Physics appear in excerpts from a work by Niels Bohr. In them, the author signaled, among other things: the complex relationship between theory and experiment, the limitations of Science and its collective character. Due to inscribe their peers as virtual readers of the text, it has high conceptual density and assumes that the reader has knowledge about certain subjects. Nevertheless, we consider the possibility of its reading in High School and in undergraduate courses, especially if it is based on the teacher's mediation and adaptations that aim to change the virtual reader inscribed in the text.

This article presents the results of a study that investigated the learning for the research in a PIBID/Chemistry group, in which were analyzed the registers of the speeches of its members present in 31 Memories. For the analysis and interpretation of the data it was based on the procedures of the Discursive Textual Analysis and the learning for the research was characterized through the Focuses of the Learning for the Research, which constitute 6 categories that point to the necessary evidence for the formation of a researcher:  Interest, Knowledge, Methodology, Creativity, Community and Identity. Through the analysis, we realized that learning for the research in the PIBID/Chemistry group occured due to learning of theoretical references in the areas of Education and Teaching of Chemistry/Sciences and also the group members interaction in research communities, with emphasis on elaboration and dissemination of scientific papers in congresses and periodicals in area Education and Teaching of Chemistry/Sciences, which correspond to Focus Knowledge and Community, respectively.

The Olympiads of Mathematics acquired an important space in our country, above all, the kind of modality that allows the participation of large numbers of public school students, as in the case of the Brazilian Olympic Games of Mathematics of Public Schools (OBMEP). On the other hand, it is essential to provide, for a larger number of students (non-competitors), an expressive contact with a mathematical culture that usually reaches directly only to competing students and teachers officially involved with the Olympics. Thus, the present work presents the notion of Olympic Didactic Situation (SDO), which, through the assumptions of Theory of Educational Situations (TSD), allows a differentiated approach to Olympic Problems (POs), with a stated emphasis on visualization, provided by software GeoGebra. Therefore, the notion of (SDO) provides a perspective and a proposal for the dissemination and mediation of mathematical knowledge that seeks to disseminate a differentiated perspective for early mathematics teachers.