Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2017-05-19T12:29:20Z No. of bitstreams: 1 DISS_2014_Anne Harumi Mizuguchi Nakazawa.pdf: 6128275 bytes, checksum: 9ee126666d7ae12c76f9a75bcf4e23f0 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-05-22T14:24:03Z (GMT) No. of bitstreams: 1 DISS_2014_Anne Harumi Mizuguchi Nakazawa.pdf: 6128275 bytes, checksum: 9ee126666d7ae12c76f9a75bcf4e23f0 (MD5) / Made available in DSpace on 2017-05-22T14:24:03Z (GMT). No. of bitstreams: 1 DISS_2014_Anne Harumi Mizuguchi Nakazawa.pdf: 6128275 bytes, checksum: 9ee126666d7ae12c76f9a75bcf4e23f0 (MD5) Previous issue date: 2014-04-25 / CAPES / Nossa pesquisa visa investigar o que ensinam e como ensinam matemática professores do 1º ano do 1º ciclo do Ensino Fundamental. Para a fundamentação do texto, nos reportamos à teoria histórico-cultural e nos princípios da educação matemática na infância. Para tratar da teoria histórico-cultural, dialogamos com Vygotsky (2007); Oliveira (1995); Rego (2010); Rigon, Asbahr e Moretti (2010); Moura (2007). Para discutir educação matemática na infância, nos pautamos nos estudos de Abrantes, Serrazina e Oliveira (1999); Lanner de Moura (1995); Lopes (2007); Migueis e Azevedo (2007); Moura (2007). A pesquisa se configura numa abordagem qualitativa do tipo estudo de caso. Para compreender nosso problema de investigação, observamos durante um semestre as aulas de matemática de duas professoras efetivas que atuam no 1º ano do Ensino Fundamental de duas escolas da rede pública de educação do município de Cuiabá. Utilizamos como instrumentos de coleta de dados o questionário de identificação do professor, a entrevista semiestruturada, os documentos escolares (Projeto Político Pedagógico, planejamento anual do 1o ano do Ensino Fundamental, caderno dos alunos e caderno de planejamento das professoras), os registros e a observação das aulas de matemática. Os dados da observação e dos registros de sala de aula foram organizados em episódios de ensino na intenção de elucidar o movimento das professoras para ensinar matemática. Para proceder à análise, organizamos os dados em dois eixos: o que ensinam e como ensinam matemática. No eixo que trata sobre “o que ensinam”, buscamos evidências sobre quais são os conteúdos matemáticos trabalhados pelas professoras e a concepção de conhecimento matemático que se manifesta e, no eixo “como ensinam”, buscamos investigar as características das atividades propostas, os recursos utilizados, as interações e a mediação pedagógica das professoras. Na análise sobre o que as professoras ensinam de matemática, os conteúdos mais enfatizados são Números Naturais e as Operações com Números Naturais, sendo que o conhecimento matemático é apresentado, na maioria das situações pedagógicas, desconsiderando a gênese e historicidade dos conceitos e sem conexão com outras áreas de conhecimento. Sobre o eixo ‘como as professoras ensinam’, consideramos que a metodologia da professora A tende a ser mais centrada em exercícios repetitivos e mecânicos, não possibilitando aos alunos expressarem as estratégias pessoais, o registro espontâneo e o desenvolvimento do pensamento matemático. A professora B apresenta situações que envolvem o jogo e a utilização de materiais pedagógicos, além de estimular a argumentação e a exposição de ideias dos alunos em alguns momentos. Entretanto, o processo de sistematização das atividades apresenta as mesmas características da professora A. Os dados nos indicam que apesar do trabalho pedagógico das professoras se diferenciarem em alguns momentos, suas práticas se aproximam ao não considerarem a gênese e historicidade do conceito para ensinar os conteúdos matemáticos, ao desconsiderarem os interesses e necessidades dos alunos, não incentivarem as interações entre os alunos e, também, pela mediação pedagógica se caracterizar pela orientação coletiva sobre os procedimentos a serem adotados para resolução dos exercícios propostos. A análise dos dados também nos leva a considerar que há necessidade de se discutir a articulação entre as características da infância e o ensino dos conteúdos matemáticos, pois acreditamos que o trabalho com a matemática no 1o ano do Ensino Fundamental deve considerar o processo histórico-cultural do desenvolvimento do conceito e este deve estar articulado à imaginação, a fantasia, a criação e ao lúdico, características da fase da vida que o aluno do 1o ano do 1o ciclo do Ensino Fundamental está vivenciando. Para isto o professor precisa ter condições objetivas de trabalho, e a formação inicial e continuada precisam ser repensadas. / Our research aims to investigate what is taught and how mathematics is taught by teachers of the 1st year of the 1st cycle of Elementary Education. To do the foundation of the text, we reported to the Historical-Cultural Theory and to the principle of the mathematics education in the childhood. To treat the historical-Cultural Theory, we discoursed Vygotsky (2007); Oliveira (1995); Rego (2010); Rigon, Asbahr e Moretti (2010); Moura (2007). To discuss mathematics education in the childhood, we grounded ourselves in the studies of Abrantes, Serrazina e Oliveira (1999); Lanner de Moura (1995); Lopes (2007); Migueis e Azevedo (2007); Moura (2007). The research configures itself in a qualitative approach of the case study kind. To comprehend our problem of investigation, we observed during one semester the classes of mathematics of two effective teachers who work in the 1st year of Elementary Education of two schools in the public system education of the city of Cuiabá. We utilized as instrument for data collecting a questionnaire of identification of the teacher, a semi-structured interview, school documents (Political-Pedagogic Project, annual planning of the 1st year of Elementary Education, students’ notebook and planning notebook of the teachers), the records and observation of mathematics classes. The data of the observation and the record of the classroom were organized in episodes of teaching with the intention of elucidating the movement of the teachers to teach mathematics. To proceed with the analysis, we organized the data in two axes: what they teach and how they teach mathematics. In the axis that deals with “what they teach”, we searched for evidences about what are the mathematics contents worked by the teachers and the conception of mathematics knowledge that it reveals and, in the axis “how they teach”, we searched to investigate the characteristics of the activities proposed, the resources used, the interactions and pedagogic mediation of the teachers. In the analysis of what the teachers teach of mathematics, the contents with the most emphasis are Natural Numbers and the Operations with Natural Numbers and the mathematical knowledge is presented, in most of the pedagogical situations, disregarding the genesis and historicity of the concepts and with no connection with other areas of knowledge. About the axis of ‘how teachers teach’, we considered that the methodology of the teacher A tends to be more centered in repetitive and mechanical exercises, hindering the students to express their personal strategies, the spontaneous record and the development of mathematical thinking. The teacher B presents situations that involve a game and the use of pedagogical materials, besides that, stimulates the argumentation and the exposure of ideas of the students in some moments. However, the process of systematization of activities presents the same characteristics of the teacher A. The data do not indicate that even though the pedagogical work of the teachers are different in some moments, their practices are approximated when do not consider the geneses and historicity of the concept of teaching mathematical concepts, when do not take into consideration the interest and needs of the students, when do not encourage the interactions among students and when the pedagogical mediation characterize itself by the collective orientation about the procedures to be adopted to the resolution of the proposed exercises. The data analysis also take us to consider that there is a need to discuss the articulation between the characteristics of the childhood and the teaching of mathematical content, because we believe the work of mathematics in the 1st year of Elementary Education must consider the historical-cultural process of the development of the concept and this must be articulated to the imagination, fantasy, creation and ludic, characteristics of a life phase of the student of the 1st year of the 1st cycle of Elementary Education is living. So this is possible, the teacher needs to have objective work conditions and the initial and continued formation need to be rethought.

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Magister Public Health - MPH / This is a qualitative study, the aim of which is to explore experiences influencing the academic performance of 1st Year nursing students at the Western Cape College of Nursing, South Africa, during 2008 when the College was confronted with unprecedented failure rates among 1st Year students. It describes the College's collaboration with a higher education institution and the changes that emanated from this collaboration. The influence of situational factors on 1st Year nursing students is explored. These include the legacy of the inequality of past learning opportunities, institutional factors which hamper students' sense of belonging, and the social and academic integration of students into their learning environment. The methodology used in the process of exploring these factors included focus group discussions with students and in-depth interviews with staff in order to explore their respective perceptions of the problem. From this it is hoped that the quality of human resources for health will be enhanced. / South Africa

<p>This is a qualitative study, the aim of which is to explore experiences influencing the<br /> academic performance of 1st Year nursing students at the Western Cape College of Nursing,<br /> South Africa, during 2008 when the College was confronted with unprecedented failure rates<br /> among 1st Year students. It describes the College‟s collaboration with a higher education<br /> institution and the changes that emanated from this collaboration. The influence of<br /> situational factors on 1st Year nursing students is explored. These include the legacy of the<br /> inequality of past learning opportunities, institutional factors which hamper students‟ sense of<br /> belonging, and the social and academic integration of students into their learning<br /> environment. The methodology used in the process of exploring these factors included focus<br /> group discussions with students and in-depth interviews with staff in order to explore their<br /> respective perceptions of the problem. From this it is hoped that the quality of human<br /> resources for health will be enhanced.</p>

<p>This is a qualitative study, the aim of which is to explore experiences influencing the<br /> academic performance of 1st Year nursing students at the Western Cape College of Nursing,<br /> South Africa, during 2008 when the College was confronted with unprecedented failure rates<br /> among 1st Year students. It describes the College‟s collaboration with a higher education<br /> institution and the changes that emanated from this collaboration. The influence of<br /> situational factors on 1st Year nursing students is explored. These include the legacy of the<br /> inequality of past learning opportunities, institutional factors which hamper students‟ sense of<br /> belonging, and the social and academic integration of students into their learning<br /> environment. The methodology used in the process of exploring these factors included focus<br /> group discussions with students and in-depth interviews with staff in order to explore their<br /> respective perceptions of the problem. From this it is hoped that the quality of human<br /> resources for health will be enhanced.</p>