Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-09-04T21:15:24Z No. of bitstreams: 1 IvaniraSalesBatista_DISSERT.pdf: 18411197 bytes, checksum: 117aa6a1ec4429ffdad3d390647585af (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-09-11T19:28:38Z (GMT) No. of bitstreams: 1 IvaniraSalesBatista_DISSERT.pdf: 18411197 bytes, checksum: 117aa6a1ec4429ffdad3d390647585af (MD5) / Made available in DSpace on 2017-09-11T19:28:38Z (GMT). No. of bitstreams: 1 IvaniraSalesBatista_DISSERT.pdf: 18411197 bytes, checksum: 117aa6a1ec4429ffdad3d390647585af (MD5) Previous issue date: 2017-05-03 / Esta pesquisa teve como objetivo comprovar a efic?cia de um espa?o verde em ambiente escolar na promo??o da Educa??o Ambiental. Tamb?m, elaborar uma cartilha instrucional, sendo um material de apoio ao professor, permitindo que os mesmos possam trabalhar quest?es contextualizadas de Educa??o Ambiental. Procurando atingir os objetivos propostos aqui, as etapas seguidas foram: pesquisa bibliogr?fica, desenvolvimento e aplica??o das atividades do projeto ?Verde que quero ver?, incluindo a implanta??o e avalia??o de um espa?o verde na escola municipal Maria de Lourdes de Lima e confec??o de cartilha, como produto educacional. O trabalho foi desenvolvido com uma turma do 7? ano da escola municipal Maria de Lourdes de Lima (S?o Gon?alo do Amarante-RN) com a implementa??o do projeto intitulado ?Verde que quero ver?, que seguiu tr?s fases. Na primeira fase foi realizada a Atividade I. Na segunda fase foi aplicado um question?rio. Al?m disso, os alunos realizaram uma pesquisa para preencher fichas com o perfil de algumas esp?cies vegetais. Na terceira fase ocorreu a orienta??o e execu??o da Atividade II, onde duplas de alunos receberam instru??es para fotografar dois ambientes do bairro onde eles moram. Prosseguindo com as atividades da terceira fase do projeto, aconteceu a constru??o das estruturas do espa?o verde e plantio das esp?cies vegetais. A culmin?ncia do projeto se realizou com uma exposi??o das atividades realizadas pelos alunos. Por fim, os discentes responderam um segundo question?rio. O projeto aqui apresentado foi avaliado por meio da an?lise da produ??o de imagens, dos materiais, das respostas aos question?rios e pelo interesse e participa??o dos alunos. Os resultados obtidos mostram que, na vis?o dos alunos, as atividades desenvolvidas durante a execu??o do projeto ?Verde que quero ver? serviram para: conhecer melhor o ambiente do bairro em que moram; estimular a participa??o em projetos ambientais, o trabalho em grupo e a criatividade; aprofundar ou aplicar os conhecimentos das disciplinas escolares e conhecer melhor o bioma Caatinga e a import?ncia das plantas. O interesse pela preserva??o do ambiente de Caatinga em ?rea reconhecidamente degradada pelo homem foi estimulado principalmente pela produ??o e doa??o de mudas de esp?cies nativas. O contexto da comunidade escolar e o di?logo durante as aulas foram amplamente valorizados durante as atividades. O conhecimento foi constru?do coletivamente, o que se refletiu nas respostas aos question?rios e no cumprimento das tarefas propostas. / This research had as objective to prove the effectiveness of a green space in a school environment in the promotion of Environmental Education. Also, to elaborate an instructional booklet, as a material of support to the teacher, allowing them to work contextualized questions of Environmental Education. In order to reach the goals proposed here, the following steps were taken: bibliographic research, development and application of the activities of the "Verde que quero ver" project, including the implantation and evaluation of a green space in Escola Municipal Maria de Lourdes de Lima and creation of a primer , as an educational product. The work was developed with a 7th grade class from the Escola Municipal Maria de Lourdes de Lima (S?o Gon?alo do Amarante-RN) with the implementation of the project entitled "Verde que quero ver", which followed three phases. In the first phase, Activity I. In the second phase a questionnaire was applied. In addition, the students carried out a research to fill out fiches with the profile of some vegetal species. In the third phase, the orientation and execution of Activity II took place, where two pairs of students were instructed to photograph two environments in the neighborhood where they live. Continuing with the activities of the third phase of the project, the construction of green space structures and planting of plant species took place. The culmination of the project was carried out with an exposition of the activities carried out by the students. Finally, the students answered a second questionnaire. The project presented here was evaluated through the analysis of the production of images, the materials, the answers to the questionnaires and the interest and participation of the students. The results show that, in the view of the students, the activities developed during the execution of the "Verde que eu quero ver" project served to: better know the environment of the neighborhood in which they live; stimulate participation in environmental projects, group work and creativity; to deepen or apply the knowledge of the school subjects and to know better the Caatinga biome and the importance of the plants. The interest for the preservation of the environment of Caatinga in an area known to be degraded by man was stimulated mainly by the production and donation of seedlings of native species. The context of the school community and the dialogue during the classes were widely valued during the activities. The knowledge was built collectively, which was reflected in the answers to the questionnaires and in the accomplishment of the proposed tasks.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-10-04T19:29:14Z No. of bitstreams: 1 KlaytaBenignoRamalhoDantas_DISSERT.pdf: 2222985 bytes, checksum: a81e268c2181aa4b584c325fd5f160aa (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-10-09T23:33:02Z (GMT) No. of bitstreams: 1 KlaytaBenignoRamalhoDantas_DISSERT.pdf: 2222985 bytes, checksum: a81e268c2181aa4b584c325fd5f160aa (MD5) / Made available in DSpace on 2017-10-09T23:33:02Z (GMT). No. of bitstreams: 1 KlaytaBenignoRamalhoDantas_DISSERT.pdf: 2222985 bytes, checksum: a81e268c2181aa4b584c325fd5f160aa (MD5) Previous issue date: 2017-07-28 / O entendimento dos professores sobre as principais dificuldades dos estudantes na aprendizagem de conceitos biol?gicos pode auxili?-los na utiliza??o de novas estrat?gias de ensino, que sejam motivadoras, possibilitando assim a constru??o do conhecimento e a aprendizagem de forma significativa. Novas estrat?gias de ensino s?o importantes potencializadores de aprendizagem, principalmente quando se trata de conte?dos abstratos e de dif?cil compreens?o, como ocorre com o estudo da citologia. Assim, o objetivo deste trabalho consistiu da elabora??o e desenvolvimento de uma unidade did?tica (UD) sobre a morfofisiologia da membrana plasm?tica, envolvendo um jogo did?tico digital como ferramenta de avalia??o da aprendizagem. A pesquisa foi desenvolvida com 36 estudantes da 1? s?rie do ensino m?dio na Escola Estadual Almirante Tamandar?- Extremoz/RN. O Percurso metodol?gico foi desenvolvido em cinco etapas: 1?) Elabora??o e planejamento das atividades da unidade did?tica de acordo com o calend?rio escolar; 2?) Identifica??o dos conhecimentos pr?vios dos alunos; 3?) elabora??o de um jogo did?tico digital para compor a UD; 4?) constru??o e aplica??o de uma UD baseada na aprendizagem significativa; 5?) avalia??o das possibilidades e limita??es da UD. A metodologia utilizada apresenta alguns elementos da pesquisa-a??o e para a coleta de dados foram utilizados question?rios, modelos, observa??o participante, al?m do desempenho dos estudantes no jogo digital. Foi utilizada a an?lise quanti-qualitativa incluindo alguns elementos da an?lise de conte?do. Os resultados demonstram que os estudantes do ensino m?dio apresentam um conhecimento escasso sobre a c?lula e sua morfofisiologia. A unidade did?tica contribuiu para a aprendizagem significativa quanto aos conceitos de citologia estudados, al?m de sensibilizar os estudantes quanto ao desenvolvimento de atitudes e procedimentos positivos. O jogo foi eficiente para avaliar a aprendizagem al?m de despertar a motiva??o e participa??o dos estudantes na resolu??o de quest?es. Portanto, a Unidade did?tica explorando o jogo did?tico digital constituiu uma experi?ncia de pesquisa em ensino que potencializou a constru??o de um produto educacional poss?vel de ser utilizado no ensino b?sico considerando o ensino-aprendizagem de transporte de subst?ncias pela membrana plasm?tica. / The understanding of teachers on the main difficulties their students face on learning biological concepts might aid them to adopt new motivating teaching strategies, thusly transforming significantly the students? learning process and their acquisition of knowledge. New teaching strategies are important enhancers of the learning process, mainly when it comes to complex abstract concepts, as those which occur on the study of Cytology. This way, the present work aimed at the crafting and application of a didactic unit (DU) on the morphophysiology of the plasma membrane, through a educational game as learning evaluation tool. This research was conducted with 36 students of the freshman year of high-school at Almirante Tamandar? State School, in Extremoz/RN. The method application was developed in five stages: 1st) Crafting and planning the didactic unit?s exercises in accordance to the original school schedule; 2nd) Assessing students? background knowledge; 3rd) Designing a digital educational game as part of the DU; 4th) Crafting and application of a DU based on the significant learning; 5th) Evaluation of the potential and limitations of the DU. The methods used demonstrate some of the elements of the research-action. As for the data collection, questionnaires, models, participant observations, and the performance of the students in the digital game were used. A quantitative/qualitative analysis was used, including the content analysis. The obtained results point at the students? scarce knowledge about the cell and its morphophysiology. The didactic unit contributed to a significant learning of the biological concepts discussed, and moreover, it promoted a positive student behavior. The game was efficient to evaluate their learning and to engage students into problem solving. Therefore, the Didactic Unit exploring the digital didactic game constitutes a teaching research experience which led to the manufacturing of an educational product that can be used on elementary schools considering the teaching-learning of substance transportation through the plasmatic membrane.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-10-04T19:29:14Z No. of bitstreams: 1 LiegePriscilaDeMedeiros_DISSERT.pdf: 2712274 bytes, checksum: b99c6f4429048932c84fbd1d2d066f10 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-10-09T23:48:20Z (GMT) No. of bitstreams: 1 LiegePriscilaDeMedeiros_DISSERT.pdf: 2712274 bytes, checksum: b99c6f4429048932c84fbd1d2d066f10 (MD5) / Made available in DSpace on 2017-10-09T23:48:20Z (GMT). No. of bitstreams: 1 LiegePriscilaDeMedeiros_DISSERT.pdf: 2712274 bytes, checksum: b99c6f4429048932c84fbd1d2d066f10 (MD5) Previous issue date: 2017-07-18 / Neste trabalho, apresentamos uma hist?ria sobre a forma??o do Professor Leigo e sua viv?ncia em um Curso de Treinamento que aconteceu na cidade de Caic?, no Estado do Rio Grande do Norte (RN), nos anos de 1963, 1964 e 1965. Tal curso se fez importante para a melhoria no n?vel de instru??o dos Professores Leigos e, consequentemente, trouxe melhorias para a educa??o do Estado, na medida em que reduziu o ?ndice de analfabetismo da popula??o norte-rio-grandense. Nessa ?poca, a falta de professores habilitados ? doc?ncia no Brasil era uma realidade e a pr?pria Lei de Diretrizes e Bases da Educa??o Brasileira (LDB), n? 5.692/71, permitiu aos professores n?o habilitados, ou seja, aos professores leigos, lecionarem. Isto posto, ? nosso desejo responder ? seguinte quest?o: De que forma o referido Curso de Treinamento contribuiu para a forma??o dos Professores Leigos em Caic?/RN, em especial, no tocante ao ensino da Matem?tica? Para tanto, tra?amos como objetivo geral elaborar um registro hist?rico sobre o Curso de Treinamento dos Professores Leigos na cidade de Caic?/RN, nos anos de 1963, 1964 e 1965, apontando para as pr?ticas e para a forma??o em servi?o desses professores leigos e tamb?m dos seus professores ? que, nesse estudo, chamamos de formadores - com vistas a produzir um document?rio acerca dessa hist?ria. Com o objetivo definido, lan?amos m?o de pressupostos da Hist?ria Cultural, por meio de autores como Chartier (1990) e Borges (2005), para respaldarmos nossa metodologia de pesquisa, na medida em que constitu?mos a hist?ria dos Professores Leigos em Caic?/RN. Recorremos tamb?m, durante esse percurso metodol?gico, a documentos (LE GOFF, 1994) que foram encontrados por n?s, no Arquivo P?blico do Estado do Rio Grande do Norte e a entrevistas semiestruturadas (LAVILLE; DIONNE, 1999) que foram realizadas com 3 (tr?s) professoras formadoras, 4 (quatro) professoras leigas e 2 (duas) t?cnicas-administrativas, todas do Curso de Treinamento. Al?m disso, por esta ser uma pesquisa advinda de um mestrado profissional, produzimos um document?rio, que est? em DVD, como produto educacional, com o objetivo de mostrar de maneira mais real poss?vel a realidade vivida pelos ?atores? que vivenciaram essa hist?ria que nos propomos a contar. O document?rio foi constitu?do a partir do relato de nossos entrevistados, que enfatizaram em sua narra??o a metodologia de ensino de Matem?tica, desenvolvida no Curso de Treinamento. Nossa inten??o ? que esse produto educacional sirva de material de estudo para alunos e professores da licenciatura em Matem?tica, bem como para pesquisadores da ?rea de Hist?ria da Educa??o Matem?tica. Por fim, a an?lise das nossas fontes orais e escritas nos mostrou que os Professores Leigos aprenderam no Curso de Treinamento novas metodologias de ensino de Matem?tica, em especial, a elabora??o e o uso de materiais did?ticos pedag?gicos, a exemplo do disco de fra??es, em uma perspectiva Emp?rico-ativista, assim definida por Fiorentini (1995). / In this work, we present a story about the formation of Lay Teacher and his experience in a Training Course that took place in Caic?, State of Rio Grande do Norte (RN), in 1963, 1964 and 1965. This course became important for the improvement in the level of education of the Lay Teachers and, consequently, brought improvements to state education, as it reduced the illiteracy rate of the Rio Grande do Norte?s population. At that time, the lack of teachers qualified for teaching in Brazil was a reality and the Lei de Diretrizes e Bases da Educa??o Brasileira (LDB), No. 5.692 / 71, allowed teachers not qualified, that is, lay teachers, to teach. That said, we will answer the following question: How did the aforementioned Training Course contribute to the training of Lay Teachers in Caic?/RN, especially, in relation to the teaching of Mathematics? In order to do so, we have as a general objective to prepare a historical record about the Training Course for Lay Teachers in Caic?/RN, in the years 1963, 1964 and 1965, pointing to the practices and in-service training of these lay teachers and and their teachers ? whom, in this study, we call trainers - with the aim of producing a documentary about this story. With the objective defined, we use Cultural History assumptions, through authors such as Chartier (1990) and Borges (2005), to support our research methodology, as we build the history of Lay Teachers in Caic? / RN. We also used, during this methodological process, documents (LE GOFF, 1994) that were found by us in the Public Archive of the State of Rio Grande do Norte and semi-structured interviews (LAVILLE; DIONNE, 1999) that were carried out with 3 (three) teacher trainers, 4 (four) lay teachers and 2 (two) administrative techniques, all of the Training Course. In addition, because this is a research from a professional master's degree, we produced a documentary, which is on DVD, as an educational product, with the objective of showing in a more realistic way the reality lived by the "actors" who lived through this story that We propose to tell. The documentary was constituted from the report of our interviewees, who emphasized in their narration the teaching methodology of Mathematics, developed in the Training Course. Our intention is that this educational product serves as study material for students and teachers of the degree in Mathematics, as well as researchers in the area of History of Mathematics Education. Finally, the analysis of our oral and written sources showed that Lay Teachers learned in the Training Course new mathematical teaching methodologies, in particular, the elaboration and use of pedagogical didactic materials, like the fractions disc, in an empirical-activist perspective, as defined by Fiorentini (1995).

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-10-04T19:29:15Z No. of bitstreams: 1 MicarllaPriscillaFreitasDaSilvaOkaeda_DISSERT.pdf: 19478794 bytes, checksum: 2df405005513e291290e34b63532e949 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-10-10T00:00:25Z (GMT) No. of bitstreams: 1 MicarllaPriscillaFreitasDaSilvaOkaeda_DISSERT.pdf: 19478794 bytes, checksum: 2df405005513e291290e34b63532e949 (MD5) / Made available in DSpace on 2017-10-10T00:00:25Z (GMT). No. of bitstreams: 1 MicarllaPriscillaFreitasDaSilvaOkaeda_DISSERT.pdf: 19478794 bytes, checksum: 2df405005513e291290e34b63532e949 (MD5) Previous issue date: 2017-06-30 / A presente pesquisa foi desenvolvida numa abordagem qualitativa, caracterizando-se como do tipo pesquisa??o. Nosso objetivo foi investigar as possibilidades e implica??es de atua??o com Hist?rias em Quadrinhos no ensino da Matem?tica, valendo-se da Teoria dos Registros de Representa??o Semi?tica para a elabora??o de um material que auxilie os processos de ensino e de aprendizagem no que tange ao estudo de Tri?ngulos. O uso do g?nero textual HQ promove uma intera??o entre a linguagem matem?tica e a l?ngua materna, articula??o que se mostra muito frut?fera e que aos poucos vem se consolidando por meio de pesquisas. Por se tratar de um mestrado profissional, elaboramos um Produto Educacional que foi balizado pela Teoria dos Registros de Representa??o Semi?tica (TRRS) de Raymond Duval e tem por foco o ensino de Tri?ngulos para o 8o ano do Ensino Fundamental. Fundamentamos nossas a??es em Calazans (2004) e Vergueiro (2005) que discutem a utiliza??o de HQ na sala de aula, bem como em Bazerman (2011) e Marcuschi (2008) que tratam dos g?neros textuais e, ainda, nas experi?ncias de Tonon (2008), Pereira (2010) e Moraes (2009) com a utiliza??o de HQ no Ensino da Matem?tica. Reportamo-nos a Machado (2011) que trata da impregna??o m?tua entre a Matem?tica e a L?ngua Materna, bem como autores que versam sobre linguagem Matem?tica, textos matem?ticos e a import?ncia da leitura e da escrita para a aprendizagem matem?tica. A pesquisa foi realizada em uma escola da rede particular de ensino na cidade de Natal/RN. Utilizamos como instrumentos de coleta de dados, question?rios, aplicados a professores e alunos, a observa??o participante e, ainda, as produ??es escritas dos alunos. Realizamos um teste piloto e solicitamos a professores de Matem?tica, de L?ngua Portuguesa e Pedagogia que fizessem uma an?lise da HQ, a fim de coletarmos informa??es que contribu?ssem para a melhoria do material. Finalizado o produto educacional, realizamos a aplica??o do material ao nosso p?blico alvo, alunos de 8? ano do Ensino Fundamental. A an?lise dos dados obtidos foi realizada segundo a An?lise de Conte?do de Bardin (2016). A partir da an?lise desses dados, pudemos constatar a efic?cia do material produzido, comprovando, atrav?s das produ??es dos alunos, que houve efetiva aprendizagem e que, de fato, as aulas se tornaram mais din?micas, facilitando todo o processo. / This survey has been developed in a qualitative approach, been characterized as an action research type. Our goal is to investigate the possibilities and implications of using Comic Books in the teaching of Mathematics, by applying the Semiotic Representation Records Theory for the production of a material that helps the teaching and learning processes in relation to the triangles? study. The use of Comic Books textual discourse genre promotes an interaction between the mathematical language and the mother tongue, articulation that has proven to be very fruitful and which has gradually consolidated itself throughout researches. Since it is a professional Master's, we developed an Educational Product that was measured by the Semiotic Representation Records Theory (TRRS) of Raymond Duval and it focus on the teaching of triangles for the 8th grade of Elementary School. We base our research on Calazans (2004) and Vergueiro (2005) who discuss the use of Comic Books in the classroom, as well as on Bazerman (2011) and Marcuschi (2008) who deal with the text genres and, yet, on the experiences of Tonon (2008), Pereira (2010) and Moraes (2009) with the use of Comic Books in the teaching of Mathematics. We also refer to Machado (2011), who deals with the mutual permeation between Mathematics and the Mother Tongue, as well as authors who discuss about the language of Mathematics, mathematical texts and the importance of reading and writing to learn Mathematics. The survey was conducted in a privite school in the city of Natal/RN. We used questionnaires, applied to teachers and students, participant observation and students? written productions as data collecting instruments. We performed a pilot test in which we asked the teachers of Mathematics, Portuguese Language and Education to make an analysis on the Comic Book in order to collect information that could contribute to the improvement of the material. By the end of the educational product output, we guided the application of the material to our target audience, students from 8th grade of Elementary School. The obtained data analysis was performed according to the Bardin Content Analysis (2016). According to the analysed data we were able to verify the effectiveness of the material production, proving, throughout the students' productions, that there were effectiveness and that, in fact, the classes have become more dynamic, which makes the whole process easier.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-10-04T19:29:15Z No. of bitstreams: 1 WguineumaPereiraAvelinoCardoso_DISSERT.pdf: 3264434 bytes, checksum: ced67dd2365a0f817c41c18c2171f9e4 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-10-10T00:13:50Z (GMT) No. of bitstreams: 1 WguineumaPereiraAvelinoCardoso_DISSERT.pdf: 3264434 bytes, checksum: ced67dd2365a0f817c41c18c2171f9e4 (MD5) / Made available in DSpace on 2017-10-10T00:13:50Z (GMT). No. of bitstreams: 1 WguineumaPereiraAvelinoCardoso_DISSERT.pdf: 3264434 bytes, checksum: ced67dd2365a0f817c41c18c2171f9e4 (MD5) Previous issue date: 2017-07-21 / No Brasil, no final da segunda metade do s?culo XX, pesquisas em Educa??o Matem?tica (EM) despontaram em v?rios Programas de P?s-Gradua??o. No estado do Rio grande do Norte (RN) n?o foi diferente, uma vez que a Universidade Federal do Rio Grande do Norte (UFRN) possui Programas de P?s-Gradua??o que contemplam pesquisas nessa ?rea, a saber: o Programa de P?s-Gradua??o em Educa??o (PPGED), vinculado ao Centro de Educa??o (CE) e o Programa de P?s-Gradua??o em Ensino de Ci?ncias Naturais e Matem?tica (PPGECNM), vinculado ao Centro de Ci?ncias Exatas e da Terra (CCET). Neste contexto, elaboramos nossa quest?o-foco: Como iniciou e se consolidou a pesquisa em Educa??o Matem?tica, no Estado do RN? Para responder a esta quest?o, tra?amos como objetivo geral fazer uma descri??o historiogr?fica, no per?odo de 1995 a 2015, dos modos de institui??o e consolida??o de pesquisas em Educa??o Matem?tica presentes nos dois Programas citados. Isto posto, essa pesquisa se justifica pelo fato de, em 1995, ser criada no PPGED a Linha de Pesquisa intitulada Educa??o Matem?tica e, em 2002, desde a cria??o do PPGECNM, ter Linhas de Pesquisas que contemplavam pesquisas nessa ?rea. Para configurar esta pesquisa historiogr?fica, utilizamos a Hist?ria Cultural e as novas tend?ncias metodol?gicas da escrita da hist?ria, entendendo que esta se volta ao estudo da dimens?o cultural de uma determinada sociedade historicamente localizada (BURKE, 2011). Nossas fontes de pesquisa foram os documentos institucionais dos referidos Programas, esses vistos ? luz da teoria de Le Goff (2003), bem como os depoimentos dos professores que foram os percursores nas pesquisas em Educa??o Matem?tica na UFRN. Esses depoimentos foram colhidos por meio de entrevistas semiestruturadas (LAVILLE; DIONNE, 1999), realizadas com eles, que, inclusive autorizaram, por meio de uma carta de cess?o, a divulga??o de seus verdadeiros nomes. Al?m disso, por estarmos em um Programa de um Mestrado Profissional, produzimos um v?deo, atrelado a nossa quest?o-foco, como Produto Educacional, que tem por objetivo informar e motivar os professores da Educa??o B?sica e graduandos da licenciatura em Matem?tica, quando formados, a lan?arem m?o de uma forma??o continuada, agregando a sua forma??o inicial melhorias salariais, culturais, sociais, entre outras, assim como fizeram os egressos do PPGED, da ?rea de EM. Ap?s an?lise e triangula??o das fontes (ALBUQUERQUE J?NIOR, 2007) vimos que no PPGED e no PPGECNM h? pesquisas que se voltam para a EM e percebemos que em cada um deles houve uma forma singular do desenvolvimento dessas. Vimos tamb?m que, no PPGED, a Linha EM foi inserida pela Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) na estrutura do Programa em fun??o da exist?ncia dos projetos de pesquisa que estavam sendo desenvolvidos pelo ent?o professor do PPGED, PhD John Andrew Fossa. As contribui??es deste professor ajudaram significativamente na cria??o da Linha EM, como tamb?m ampliaram novas possibilidades de pesquisas em Educa??o Matem?tica no RN, conforme podemos visualizar a partir de uma ?rvore geneal?gica (MENDES, 2015a) que constru?mos, mostrando alguns egressos, orientandos do professor John Andrew Fossa e de outros professores contratados pelo Departamento de Matem?tica da UFRN, que tamb?m contribu?ram de forma significativa para o avan?o na pesquisa na ?rea de EM. Nossas an?lises tamb?m mostraram que, atualmente, h? egressos do PPGED que d?o continuidade ?s pesquisas na ?rea de EM no ?mbito da UFRN. Por fim, ao contarmos essa hist?ria, esperamos ter contribu?do para o entendimento do percurso, da constitui??o e da consolida??o da pesquisa em Educa??o Matem?tica no RN. / In Brazil, at the end of the second half of the twentieth century, research in Educa??o Matem?tica - EM (Mathematics Education) emerged in several Post-Graduate Programs.In the state of Rio Grande do Norte (RN) it was not different, since the Universidade Federal do Rio Grande do Norte - UFRN (Federal University of Rio Grande do Norte) has post-graduate programs that contemplate research in this area, namely: the Programa de P?s-Gradua??o em Educa??o - PPGED (Post-graduate Program in Education), linked to the Centro de Educa??o - CE (Education Center) and the Programa de P?s-Gradua??o em Ensino de Ci?ncias Naturais e Matem?tica - PPGECNM (Post-graduate Program in Teaching Natural Sciences and Mathematics), linked to the Centro de Ci?ncias Exatas e da Terra - CCET (Center of Exact and Earth Sciences). In this context, we elaborated our question-focus: How did the research in Educa??o Matem?tica (Mathematics Education) start and consolidate in the State of RN? In order to answer this question, we have as general objective to make a historiographical description, from 1995 to 2015, of the ways of institution and consolidation of research in Educa??o Matem?tica (Mathematics Education) present in the two Programs mentioned. Therefore, this research is justified by the fact that in 1995 the Research Line was created in PPGED entitled Educa??o Matem?tica (Mathematics Education) and in 2002, since the creation of the PPGECNM, there were lines of research that included research in this area. To configure this historical research, we used the cultural history and new methodological trends in history writing, understanding that this is about the study of the cultural dimension of a certain historically located society (BURKE, 2011). Our sources of research were the institutional documents of these Programs, those seen in the light of Le Goff's theory (2003), as well as the statements of the professors who were the forerunners of research in Educa??o Matem?tica (Mathematics Education) at UFRN. These statements were collected through semi-structured interviews (LAVILLE; DIONNE, 1999) with them, including authorizing, through a letter of assignment, a disclosure of their real names. In addition, because we are in a Program of a Professional Master's Degree, we produced a video, linked to our question-focus, as Produto Educacional (Educational Product), which aims to inform and motivate Basic Education teachers and undergraduate students in Mathematics, when graduated, to take on a continuous formation, adding to their initial formation salary, cultural and social improvements, among others, as did the graduates of PPGED, From the EM area. After analyzing and triangulating the sources (ALBUQUERQUE J?NIOR, 2007), we have seen that in PPGED and PPGECNM there are researches that turn to EM and we noticed that in each of them there was a unique form of the development of these. We also saw that in the PPGED, the EM Line was inserted by the Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior ? CAPES (Coordination for the Improvement of Higher Education Personnel) in the structure of the Program due to the existence of the research projects being developed by the PPGED professor, PhD John Andrew Fossa. The contributions of this professor helped significantly in the creation of the EM Line, but also expanded new possibilities of research in Mathematics Education in the RN, as we can see from a genealogical tree (MENDES, 2015a) that we built, showing some graduates of the master's degree, masters orientated by Professor John Andrew Fossa and other professors hired by the Departamento de Matem?tica da UFRN (Department of Mathematics of UFRN), who also contributed significantly to the advancement in research in the field of EM. Our analyzes also showed that, currently, there are graduates of the PPGED who continue the researches in the area of EM within the UFRN. Finally, as we tell this story, we hope to have contributed to the understanding of the course, constitution and consolidation of the research in Educa??o Matem?tica (Mathematics Education) in the RN.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-26T23:52:05Z No. of bitstreams: 1 JulianaMariaSchivaniAlves_DISSERT.pdf: 12936570 bytes, checksum: a4875e915d131fd0881b9d213cee8765 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-31T20:48:31Z (GMT) No. of bitstreams: 1 JulianaMariaSchivaniAlves_DISSERT.pdf: 12936570 bytes, checksum: a4875e915d131fd0881b9d213cee8765 (MD5) / Made available in DSpace on 2016-08-31T20:48:31Z (GMT). No. of bitstreams: 1 JulianaMariaSchivaniAlves_DISSERT.pdf: 12936570 bytes, checksum: a4875e915d131fd0881b9d213cee8765 (MD5) Previous issue date: 2016-02-18 / Esta pesquisa tem o objetivo de construir atividades pautadas na Hist?ria da Matem?tica, executadas por meio da Investiga??o Matem?tica e das Tecnologias de Informa??o e Comunica??o para abordar, de forma contextualizada, os conceitos de Fun??o Afim e Estat?stica no Ensino M?dio. Para tanto, fundamenta-se no contexto hist?rico de Adrien-Marie Legendre (1752-1833), sua cria??o do M?todo dos M?nimos Quadrados (1805); Francis Galton (1822-1911) e seus experimentos que originaram a Regress?o Linear (1875). A partir desta pesquisa bibliogr?fica, dos momentos hist?ricos selecionados e dos resultados alcan?ados, este trabalho prop?e e valida uma sequ?ncia de atividades para ser usada na primeira s?rie do Ensino M?dio. Esta sequ?ncia ? composta de duas atividades hist?ricas investigativas solucionadas com o uso de um software de planilhas eletr?nicas. A primeira atividade proposta recria, com os alunos, o experimento de Galton acerca do estudo comparativo das estaturas de pais e filhos. Os estudantes coletaram dados e os analisaram ? medida que foram diferenciando fun??o de rela??o, tipos de vari?veis, coeficientes linear e angular, crescimento da fun??o e, aprendendo alguns conceitos de Estat?stica b?sica, explorando o software. A segunda atividade objetiva aplicar os conceitos hist?ricos abordados anteriormente para fazer um estudo comparativo das medidas corporais e de roupas, cal?ados e acess?rios. Nesta ?ltima atividade, os alunos investigaram, em seus dados reais, situa??es de Fun??es Injetoras, Sobrejetoras e Bijetoras, al?m de diferenciarem dom?nio de imagem, vari?veis de coeficientes num?ricos e fazerem estimativas das fun??es encontradas. O uso do recurso tecnol?gico provocou mais motiva??o em estudar os conceitos matem?ticos abordados. Al?m disso, reduziu o tempo da constru??o dos gr?ficos, proporcionando mais espa?o para os alunos investigarem as quest?es apresentadas. Aliado ? Hist?ria da Matem?tica, estimulou o interesse e criatividade dos alunos em realizarem as atividades investigativas propostas. Toda essa pesquisa qualitativa obteve como resultado o produto educacional constitu?do das duas atividades hist?ricas realizadas, com sugest?es e dicas para o professor que deseje aplic?-lo em suas aulas. / This research aims to create guided activities in the History of Mathematics, carried out through Mathematical Investigation, and Information and Communications Technologies, to encompass and contextualize concepts of Affine Function and Statistics in High School. Therefore it is based on the historical context of Adrien-Marie Legendre (1752-1833) and his creation of the Method of Least Squares (1805); and Francis Galton (1822-1911) and his experiments that originated Linear Regression (1875). From this literature research, and from the selected historical moments and results achieved, this study proposes and validates a sequence of activities to be used for students of the first year of High School. This sequence is composed of two historical activities to be supported using an electronic spreadsheet software. The first proposed activity recreates, with the students, Galton?s experiment about the comparative study of the stature of parents and children. The students collected data and analyzed them as they distinguished function from relation, types of variables, linear and angular coefficients and function growth, learning some Basic Statistics concepts while exploring the software. The second activity aims to apply the historical concepts discussed earlier to conduct a comparative study of the body, clothes, shoes and accessories measurements. In this activity, the students investigated, in their real data, situations of Injective, Surjective and Bijective Functions, distinguished domain from image, variables from numeric coefficients, and made estimates of the functions. The use of technology raised motivation to study the addressed mathematical concepts. Furthermore, it reduced the time to create graphs, promoting more space for the students to investigate the presented questions. Combined with the History of Mathematics, it stimulated the students? interest and creativity to perform the proposed investigative activities. All this qualitative research obtained, as a result, the educational product constituted of activities, with suggestions and tips for the teacher that might wish to apply it in class.

Made available in DSpace on 2014-12-17T14:36:22Z (GMT). No. of bitstreams: 1 JoseEP.pdf: 1644269 bytes, checksum: 79b8ec25e3b491428bb42be521ebaf35 (MD5) Previous issue date: 2009-11-03 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / This paper presents a research realized with Physics, Chemistry and Biology teachers, and it aimed to evaluate: 1) the development level of those teachers regarding the abilities that make possible to teach high school students about how to measure in practical and experimental work; 2) the formatives necessities regarding those abilities; and 3) the order of priority for teacher?s formation regarding those abilities. The study is based on the activity theory, from A. N. Leontiev (1983), since we considerer the teacher?s formation a kind of activity for which the category necessity is source of motivation and in which is a necessary condition for professionality and for the professional development. A questionnaire with open and closed questions was applied to 116 teachers during three pedagogic workshops realized to dynamize the science laboratory. The instrument allowed us to obtain the personal and professional profile of the participants, as well as their development level, their formative necessities and their order of priority about the teaching of the abilities related to the work of testing measuring hypothesis, regarding: a) to operationalize variables of a hypothesis in experimental work; b) to measure in practical and experimental work; c) to estimate possible measuring mistakes and use proper procedures to minimize them; d) to estimate the validity of a measuring; and e) to estimate the confiability of a measuring. The research results indicated some limitations of the teachers about their development level in all the analyzed abilities. More than 90% of the teachers considered those deficiencies as necessities of the continuing formation. Most of them (about 54%) expressed immediate priority for formation in each one of the abilities. From a correlation, using the statistic chi-square test, between the development level and the formative necessities for the five abilities, the obtained results allow us to assure that, for all those teaching abilities, there is a strong correlation between the development level and the formative necessity. This situation is symptomatic of the importance of approaching more the science teaching and the teacher?s formation on practical and experimental work in high school as key-component of scientific education in basic education. The obtained results can contribute, as subsidy, for continuing formation courses, having as base the necessities that constitute motivation elements of the teachers for professional development / O estudo apresenta uma pesquisa realizada com professores de F?sica, Qu?mica e Biologia o qual teve como objetivos avaliar: 1) o grau de desenvolvimento desses professores quanto ?s habilidades que possibilitam ensinar, a alunos do ensino m?dio, a habilidade de medir no trabalho pr?tico e experimental; 2) as necessidades formativas em rela??o a essas habilidades; e 3) a ordem de prioridade para a forma??o docente, no que diz respeito a tais habilidades. O estudo se fundamenta na teoria da atividade, de A. N. Leontiev (1983), uma vez que consideramos a forma??o docente um tipo de atividade para a qual a categoria necessidade ? fonte de motiva??o e na qual ? condi??o necess?ria para a profissionalidade e para o desenvolvimento profissional. Foi aplicado um question?rio de quest?es abertas e quest?es fechadas para 116 professores, durante tr?s oficinas pedag?gicas, realizadas para a dinamiza??o de laborat?rios de ci?ncias. O instrumento permitiu obter-se o perfil pessoal e profissional dos participantes assim como avaliar-se o grau de desenvolvimento destes, sua necessidade formativa e a ordem de prioridade que eles atribu?ram ? tarefa de ensinar as habilidades relativas ao trabalho de testar hip?teses de medir, no que diz respeito a: a) operacionalizar vari?veis de uma hip?tese no trabalho experimental; b) medir no trabalho pr?tico e experimental; c) estimar poss?veis erros de medi??es e utilizar procedimentos adequados para minimiz?-los; d) estimar a validez de uma medi??o; e e) estimar a confiabilidade de uma medi??o. Os resultados da pesquisa indicaram limita??es dos professores quanto ao grau de desenvolvimento em rela??o a todas as habilidades analisadas. Mais de 90% deles consideraram essas defici?ncias como necessidades de forma??o continuada. A maioria (54%, em m?dia) expressou prioridade imediata para forma??o em cada uma das habilidades. A partir de uma correla??o, utilizando-se o teste estat?stico qui-quadrado, entre o grau de desenvolvimento e a necessidade formativa para as cinco habilidades, os resultados obtidos permitem afirmar que, para todas essas habilidades de ensino, existe uma forte correla??o entre o grau de desenvolvimento e a necessidade formativa. Essa situa??o ? sintom?tica da import?ncia de se aproximar mais, no ensino m?dio, o ensino de ci?ncias e a forma??o docente no trabalho pr?tico e experimental, como componente-chave da educa??o cient?fica na educa??o b?sica. Os resultados obtidos podem contribuir, como subs?dio, para cursos de forma??o continuada, tomando como base as necessidades que se constituem em elementos de motiva??o dos professores para o desenvolvimento profissional

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-04-25T22:34:31Z No. of bitstreams: 1 JoseDiogoDosSantosNicacio_DISSERT.pdf: 4402224 bytes, checksum: 7d9b6d8e62967a21c0b22e995080934d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-27T20:37:19Z (GMT) No. of bitstreams: 1 JoseDiogoDosSantosNicacio_DISSERT.pdf: 4402224 bytes, checksum: 7d9b6d8e62967a21c0b22e995080934d (MD5) / Made available in DSpace on 2016-04-27T20:37:19Z (GMT). No. of bitstreams: 1 JoseDiogoDosSantosNicacio_DISSERT.pdf: 4402224 bytes, checksum: 7d9b6d8e62967a21c0b22e995080934d (MD5) Previous issue date: 2015-07-01 / A presente disserta??o tem como foco problemas espec?ficos no contexto educacional: os desafios na constru??o de narrativas hist?rico-pedag?gicas, bem como a dif?cil tarefa de utiliz?-las em sala de aula. Nesse contexto, busca-se atuar na forma??o docente para a inser??o did?tica da Hist?ria e Filosofia da Ci?ncia (HFC), sendo as narrativas hist?rico-pedag?gicas elementos para media??o do di?logo com esse p?blico espec?fico. Essa iniciativa vem ao encontro de uma preocupa??o recorrente na literatura da ?rea: um dos principais desafios relacionados ? transposi??o did?tica da HFC seria a falta de prepara??o do professor. Conte?dos hist?ricos, filos?ficos e sobre a Natureza da Ci?ncia ainda s?o pouco presentes em salas de aula. A inseguran?a e o desconhecimento do assunto pelos professores costumam ser apontados como fatores que contribuem para essa situa??o. Torna-se importante, portanto, que docentes (atuantes e em forma??o) participem de reflex?es sobre a inser??o da HFC em sala de aula, conhe?am exemplos de propostas de cunho hist?rico-filos?ficas para a abordagem de conte?dos de ci?ncia e sobre a ci?ncia, desenvolvam compet?ncias que lhes permitam adapt?-las aos seus contextos espec?ficos, bem como elaborar suas pr?prias propostas. Acredita-se que essas quest?es sejam significativas para que realizem iniciativas conscientes de inser??o da HFC em suas salas de aula. Considera-se que adaptar propostas did?ticas a contextos educacionais particulares depende de se compreender de fato o que representam essas propostas e qu?o flex?veis elas podem ser. A fim de contemplar esses objetivos, elaborou-se produto educacional que se configura como um material did?tico voltado para a forma??o docente, o qual foi aplicado em minicurso de extens?o na UFRN. O material discute sobre o papel da HFC no Ensino, a Natureza da Ci?ncia e quest?es historiogr?ficas. Traz uma sequ?ncia de atividades dial?gicas sobre aspectos da transposi??o did?tica da HFC, especialmente significativos no que diz respeito ?s narrativas hist?ricas. Utiliza-se como elemento de media??o nas discuss?es um conjunto de textos hist?rico-pedag?gicos sobre a Hist?ria do V?cuo e da Press?o Atmosf?rica. Abordam-se potencialidades, possibilidades e limita??es desse tipo de material. Para a realiza??o do curso tomou-se como refer?ncia considera??es metodol?gicas da chamada pesquisa-a??o. Almejaram-se transforma??es, modifica??es e a??es efetivas no pr?prio material did?tico de forma??o a partir da viv?ncia do pesquisador-ministrante em intera??es com os participantes do curso de extens?o e das impress?es relatadas pelos participantes. Os desdobramentos nesse sentido foram incorporados ao material did?tico. / The present dissertation focuses on specific problems in the educational context: challenges in the construction of historical narratives for pedagogical use as well as the difficult task of using them in the classroom. In this context, we seek to work in teacher training for insertion of History and Philosophy of Science (HPS) in classroom, and historical narratives become mediation elements to advance the dialogue with this specific audience. This initiative is in line with a recurring concern: one of the main challenges related to the didactic transposition of HFC would be the lack of teacher preparation. Historical contents and Nature of Science are still absent in classrooms. Insecurity and lack of knowledge by teachers are often mentioned as factors that contribute to this situation. It is important, therefore, that teachers (active and in training) take part in discussions concerning the inclusion of HPS in classroom. It is relevant that they know examples of historic-philosophical didactic proposals to address science and contents on science, develop skills to adapt them to their specific contexts and to develop their own proposals. It is believed that these issues are significant to undertake conscious initiatives to insert HPS in classrooms. It is considered that adapting educational proposals to particular educational contexts depends on understanding what these proposals indeed mean and how flexible they can be. In order to address these objectives, we elaborated an educational product, a didactic material focused on teacher training, which was used in an extension course at UFRN. The didactic material discusses the role of HPS in Education, Nature of Science and historiographical issues. It presents a series of dialogical activities on aspects of didactic transposition of HPS, especially those regarding historical narratives. A set of historicpedagogical texts on the History of Vacuum and Atmospheric Pressure is used as a mediation element in discussions. We address potential, possibilities and limitations historical narratives. To carry out the course, it was taken into account methodological concerns of so-called action research. There have been expected changes, modifications and effective actions in the own teacher training material in face of the experience of the researcher-lecturer in interactions with the participants of the course as well as in face of impressions reported by the participants. Developments in this direction have been incorporated into the teacher training material.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-10-25T23:47:12Z No. of bitstreams: 1 LuisVictorDosSantosLima_DISSERT.pdf: 1575562 bytes, checksum: 761fdb9d280d0bb7891a692f3c67f049 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-12-16T22:06:21Z (GMT) No. of bitstreams: 1 LuisVictorDosSantosLima_DISSERT.pdf: 1575562 bytes, checksum: 761fdb9d280d0bb7891a692f3c67f049 (MD5) / Made available in DSpace on 2016-12-16T22:06:21Z (GMT). No. of bitstreams: 1 LuisVictorDosSantosLima_DISSERT.pdf: 1575562 bytes, checksum: 761fdb9d280d0bb7891a692f3c67f049 (MD5) Previous issue date: 2016-04-11 / A disserta??o ? fruto de uma investiga??o realizada com professores e estudantes do ensino m?dio sobre suas concep??es de g?nero e natureza da ci?ncia. Com base em referenciais e estudos que tratam das rela??es de g?nero na ci?ncia, quest?es foram levantadas, pesquisadas e discutidas neste trabalho visando promover reflex?es a cerca das consequ?ncias que vis?es distorcidas e ing?nuas podem causar no ensino de ci?ncias. Perante um p?blico participante constitu?do por 91 estudantes e 4 professores do ensino m?dio, realizamos uma pesquisa-a??o no intento de explorar como compreendem ci?ncia e g?nero assim como a rela??o desses campos. Por meio de dois instrumentos de pesquisa, um question?rio e um roteiro de entrevista semiestruturado, as concep??es desses indiv?duos foram coletadas, tratadas e discutidas mediante uso da an?lise de conte?do. Os resultados indicam que quase todos os estudantes e alguns professores compreendem a ci?ncia numa perspectiva neutra, salvacionista, positivista, em que a figura masculina de cientista como protagonista ? predominante. Partindo desse diagn?stico foi constru?da uma sequ?ncia did?tica para o conte?do ?Lei de Conserva??o das Massas? em que buscou-se evidenciar o car?ter cooperativo da atividade cient?fica, mediante a exposi??o da colabora??o de outros cientistas para o estabelecimento dessa lei. O uso da hist?ria da ci?ncia no ensino de qu?mica, e demais ?reas das ci?ncias naturais, pode contribuir para que os estudantes tenham uma compreens?o mais humanizada da cultura cient?fica, possibilitando discuss?es e debates pertinentes ? rela??o ?tica e social. / This dissertation is the result of research conducted with high school teachers and students about their conceptions of gender and nature of science. Based on references and studies dealing with gender relations in science, questions have been raised, researched and discussed in this work, to promote reflections on the possible consequences of distorted and naive visions can cause in science education. In Brazilian educational documents, there are recommendations for addressing the nature of science in high school, present constructivist character, however, which is widespread, both in the discourse of some teachers and in teaching materials is far from what is proposed. It is necessary to promote increased scientific literacy of students - not only understanding and mastery of codes and concepts of science, but the understanding of aspects related to scientific culture. With 91 students and 3 teachers and a high school teacher, we conducted a survey in an attempt to investigate how they understand science and gender as well as the relationship between these fields. Through two research instruments, a questionnaire and a semistructured interview guide, the views of these individuals were collected, treated and discussed by using content analysis. The results indicate that almost all students and some teachers understand science as neutral, Salvationists, positivistic, in which the male figure scientist protagonist is predominant; the students and the teachers, there is no knowledge of women scientists in the history of science; as the reasons for the small number of women in the sciences courses, the public assigns founded justifications mainly in biological determinism and essentialism. Based on this diagnosis, it was built a didactic sequence consisting of 4 classes which sought to highlight the cooperative nature of scientific activity through collaboration exposure of other scientists, including women. For each class has produced a text support making use of the history of science in chemistry education and other areas of the natural sciences. The use of history of science assumes that it can help students to have a more human understanding of scientific culture, enabling discussions and debates relevant to ethics and social relationship. The application of this teaching sequence allowed a better understanding of issues surrounding the nature of science, deconstructing myths that were diagnosed at baseline, as well as allowed the discussion of relevant chemical concepts in this level of education. It is necessary that the school curriculum, through the approach of its contents, provides the training of students for citizenship critically. We need to discuss various social issues such as gender, race, ethnicity, with a view to exploring the diversity, in an attempt to promote new learning.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-20T22:39:21Z No. of bitstreams: 1 AdrianaDeSouzaSantos_DISSERT.pdf: 6849743 bytes, checksum: 70a7e4d0893de572cfee818c6dcbe7eb (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-24T00:21:13Z (GMT) No. of bitstreams: 1 AdrianaDeSouzaSantos_DISSERT.pdf: 6849743 bytes, checksum: 70a7e4d0893de572cfee818c6dcbe7eb (MD5) / Made available in DSpace on 2017-02-24T00:21:13Z (GMT). No. of bitstreams: 1 AdrianaDeSouzaSantos_DISSERT.pdf: 6849743 bytes, checksum: 70a7e4d0893de572cfee818c6dcbe7eb (MD5) Previous issue date: 2016-06-30 / Os Espa?os N?o Formais de Ensino (ENFE), quando adequadamente explorados, tendem a permitir o desenvolvimento de valores, compet?ncias e habilidades no processo de ensino-aprendizagem de Ci?ncias, al?m de promover a aproxima??o do p?blico com conhecimentos cient?ficos, capazes de auxili?-los a compreender diversos aspectos do mundo que os cerca. Considerando esta perspectiva tornar-se importante formar professores habilitados para realizarem atividades em ENFE de forma que promova a aprendizagem significativa a seus alunos. A presente pesquisa tem como objetivo promover a forma??o continuada de professores de Ci?ncias, da rede municipal de ensino de Natal/RN, sobre o uso de ENFE como complemento ? escola, ampliando suas concep??es sobre esses espa?os, visando a aprendizagem de conte?dos curriculares, ? luz da aprendizagem significativa, com ?nfase em abordagens did?ticas inovadoras e divulga??o cient?fica. O percurso metodol?gico envolve a elabora??o, aplica??o e an?lise de uma a??o formativa constitu?da em quatro etapas: (i) constru??o do Roteiro de An?lise do Potencial Did?tico de ENFE (RAPDENFE); (ii) identifica??o das percep??es dos professores sobre ENFE e abordagens did?ticas inovadoras na pr?tica docente; (iii) apresenta??o do conte?do em explana??es dial?gicas e viv?ncias em ENFE; (iv) an?lise do processo formativo da oficina a partir da express?o da aprendizagem e da repercuss?o da pr?tica pedag?gica dos docentes. A pesquisa de an?lise qualitativa descritiva inclui como coleta de dados a aplica??o de question?rio, entrevistas semiestruturadas, registros escritos e a observa??o participante. A an?lise de conte?do foi utilizada para descrever, interpretar e compreender os significados dos dados. Os resultados evidenciam que o uso de ENFE pelos professores, apesar de estar presente em sua pr?tica docente, ? realizado com base em concep??es equivocadas relacionadas ? dificuldade de planejamento das atividades nesses espa?os, al?m de dificuldades quanto ? utiliza??o de estrat?gias e abordagens did?ticas inovadoras. Em rela??o ? an?lise do processo formativo na pr?tica docente, constatou-se que, a partir da forma??o e das viv?ncias, houve um alcance na mudan?a na pr?tica docente, e consequentemente supera??o dos obst?culos para pr?tica de atividades em ENFE. Contudo, enfatiza-se que se faz necess?rio uma forma??o inicial que contemple o uso de espa?os n?o formais em sua grade curricular, como forma de superar essas dificuldades enfrentadas na pr?tica docente futura. Como produto desta pesquisa elaborou-se um Roteiro de An?lise do Potencial Did?tico de ENFE (RAPDENFE), instrumento que avalia o potencial did?tico de ENFE para auxiliar e direcionar o planejamento de aulas de Ci?ncias nestes espa?os, al?m de um Guia Did?tico contendo aspectos relacionados ao uso de espa?os n?o formais, e com sugest?es de sequ?ncias de atividades em ENFE vivenciadas nessa pesquisa. / Spaces Non-Formal Education (SNFE), when properly exploited, tend to allow the development of values, skills and abilities in teaching and learning science process, and promote the approach of the public with scientific knowledge, able to assist them to understand various aspects of the world around them. Considering this perspective, become important to train teachers qualified to conduct activities in SNFE in order to promote meaningful learning in their students. This research aims to promote the continued training of science teachers, municipal school Natal/RN on the use of SNFE as a complement to school, increasing their views on these spaces, aimed at learning curriculum content, the light of the significant learning, with an emphasis on innovative teaching approaches and scientific dissemination. The methodological approach involves the design, implementation and analysis of a training activity consists of four steps: (i) construction of the Didactic Potential Analysis Script SNFE (DPASSNFE); (ii) identification of the perceptions of teachers on SNFE and innovative teaching approaches in teaching practice; (iii) presentation of content in dialogic explanations and experiences in ENFE; (iv) analysis of the training workshop process from learning expression and impact of teachers' pedagogical practice. The descriptive qualitative analysis research includes how data collection the questionnaire, semi-structured interviews, written records and participant observation. The content analysis was used to describe, interpret and understand the meanings of the data. The results show that the use of SNFE teachers, despite being present in their teaching practice, is performed based on misconceptions related to the difficulty of planning activities in these areas, and difficulties in the use of innovative strategies and educational approaches. Regarding the analysis of the educational process in teaching practice, it was found that, from the training and experiences, there was a range in the change in teaching practice, and consequently overcoming obstacles to practical activities in SNFE. However, initial training contemplate the use of non-formal spaces in your curriculum is emphasized that it is necessary, in order to overcome these difficulties in future teaching practice. As a product of this research elaborated a Didactic Potential Analysis Script SNFE (DPASSNFE), an instrument that measures the educational potential SNFE to assist and direct the planning of science classes in these spaces, and a Didactic Guide containing aspects related to use of non-formal settings, and suggestions sequences of activities in SNFE experienced this research.