Made available in DSpace on 2014-12-17T15:04:57Z (GMT). No. of bitstreams: 1 ElaineSM_DISSERT.pdf: 886598 bytes, checksum: 7ef8596ff5cd48451e6de3947c852c6d (MD5) Previous issue date: 2011-07-18 / The present study aims to check whether the use of activities mediated by the History of Mathematics can contribute to improve the understanding of resolution the 2nd degree equation for teachers and undergraduates that reproduce methods of solving such equations, uncritically, without domain of the justifications for their actions. For this, we adapted a didactic sequence with activities that aims to cause a rediscovery of resolutive formula of 2nd degree equation through the method known as cut and paste. Finally, we presented the activity module containing the didactic sequence used during the study, as suggestion for use in the classroom, by the math teacher / O presente estudo tem como objetivo verificar se o uso de atividades mediadas pela Hist?ria da Matem?tica pode contribuir para a melhoria da compreens?o da resolu??o da equa??o do 2? grau para professores e licenciandos que reproduzem m?todos de resolu??o de tais equa??es, de maneira acr?tica, sem o dom?nio das justificativas de suas a??es. Para isso, adaptamos uma sequ?ncia did?tica com atividades que tem como prop?sito fazer com que haja uma redescoberta da f?rmula resolutiva da equa??o do 2? grau atrav?s do m?todo denominado corte e cole. Por fim, apresentamos o m?dulo de atividades contendo a sequ?ncia did?tica utilizada durante o estudo, como sugest?o para uso em sala de aula, pelo professor de matem?tica

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 Sandra Pereira (srpereira@ufrrj.br) on 2017-01-16T10:22:16Z No. of bitstreams: 1 2015 - Tatiana da Concei??o Gon?alves.pdf: 5453125 bytes, checksum: 99e70cebe492e0864542a551ea8ebf1c (MD5) / Made available in DSpace on 2017-01-16T10:22:16Z (GMT). No. of bitstreams: 1 2015 - Tatiana da Concei??o Gon?alves.pdf: 5453125 bytes, checksum: 99e70cebe492e0864542a551ea8ebf1c (MD5) Previous issue date: 2015-04-28 / Programa de P?s Gradua??o em Educa??o Agr?cola da UFRuralRJ - UFRRJ / The teaching of Portuguese language applied by the contemporary teacher cannot be dissociated from the guidance and influences of The National Curricular Parameters and from the theoretical postulates of the textual linguistic, which are premised on the doctrinal basis of Mikhail Bakhtin. At the same time, it is important that this teacher organizes his practice from didactical and pedagogical guidelines of teaching through textual genres, which crosses the bias of the didactical sequences of Bernard Scheneuwly and Joaquim Dolz as well as the theoretical interactionist idea of Levy Vygotsky. It is also necessary trying to understand approaches that comprise the multimodal universe of various emerging communication forms, which consolidates several sign systems that interweaves each other in order to establish language uses, and thus the result of human relations expressed by ways of several languages. This implies to mention literacy and multi-literacy, once multimodality is a constitutive characteristic of social communicative forms, which are found in society in accordance with technological development. Not only this emphasizes oral and written interactions, but also includes every communicative technology. Once that new means of organization for academic knowledge are created as a result of this context of continuous changes and that new means of reading, interpreting and producing texts are constantly being produced, this paper presents only those ones focused on the study of languages, which stimulates a didactic and pedagogical transposition flexible to several cultural contexts. From this assumption, this paper aims to present results from a research conducted on the program of post-degree in Agricultural Education (UFRRJ), which intends to create a summary and analyze critically the knowledge and didactical and pedagogical practice of Portuguese Language Teachers of The Federal Institute of Amap?. Thus, this study purposed to see that the Portuguese-speaking school with a didactic and pedagogical practice rooted in the theory of genres , guided at first by the National Curriculum Standards , can help pluridiscursivo language learning , going beyond what is proposed and waiting for this document , achieving citizenship education linked to the context of technological change , in which different genres emerge as the sociocomunicativa needs of individuals in situations of social interaction / O ensino de L?ngua Portuguesa ministrado pelo professor da contemporaneidade n?o pode prescindir das orienta??es e influ?ncias dos Par?metros Curriculares Nacionais e dos postulados te?ricos da Lingu?stica Textual, os quais s?o ancorados nos princ?pios te?ricos de Mikhail Bakhtin. Ao mesmo tempo, ? importante que esse profissional organize sua pr?tica, a partir de orienta??es did?tico-pedag?gicas de ensino com g?neros textuais, as quais perpassam pelo vi?s das sequ?ncias did?ticas de Bernard Schneuwly e Joaquim Dolz, bem como pela vertente te?rica interacionista de Levi Vygotsky. ? necess?rio, tamb?m, buscar compreender abordagens que abranjam o universo multimodal das distintas formas comunicativas emergentes, em que se consolidam diversos sistemas de signos. Isso implica referirmo-nos ao conceito de Letramento(s) e/ou de Multiletramentos, uma vez que a multimodalidade ? um tra?o constitutivo das distintas formas sociocomunicativas que circulam em sociedade, em fun??o do desenvolvimento tecnol?gico. Por conseguinte, sabe-se que, nesse contexto de transforma??es constantes, surgem novos meios de estrutura??o dos conhecimentos cient?ficos; destacando, aqui, apenas aqueles voltados para ?rea de linguagens, os quais suscitam uma transposi??o did?tico-pedag?gica flex?vel aos contextos culturais diversificados, tendo em vista que, a todo instante, s?o instauradas novas maneiras de ler, interpretar e produzir textos. A partir desses pressupostos, este trabalho tem como objetivo principal apresentar resultados de uma pesquisa realizada no ?mbito do Programa de P?s- Gradua??o em Educa??o Agr?cola da (UFRRJ), em uma institui??o Federal de Educa??o, Ci?ncia e Tecnologia do estado do Amap?. Dessa maneira, esse estudo intencionou constatar que o ensino de l?ngua portuguesa com uma pr?tica did?tico-pedag?gico alicer?ada na teoria dos g?neros textuais, orientada, a princ?pio, pelos Par?metros Curriculares Nacionais, pode favorecer o aprendizado pluridiscursivo da l?ngua, indo al?m do que ? proposto e esperado por esse documento, alcan?ando uma forma??o cidad? vinculada ao contexto das transforma??es tecnol?gicas, em que distintos g?neros emergem, conforme a necessidade sociocomunicativa dos indiv?duos nas situa??es de intera??o social

Made available in DSpace on 2014-12-17T15:05:05Z (GMT). No. of bitstreams: 1 GiovanninniLFB_DISSERT_pag_1_a_118.pdf: 7226413 bytes, checksum: dc94a6ed83c5371cec55bbc2522ef23a (MD5) Previous issue date: 2014-05-26 / The use of the History and the Philosophy of Science (HPS) for the teaching of science and scientific subjects has been advocated in recent decades. It has been pointed out that the History of Science could make for a deeper learning of scientific concepts, since it would promote a contact with the problems which that knowledge has set out to solve. Furthermore, historical episodes would serve to put the discussions about the nature of scientific knowledge into context. With a view to explore those potentialities, the literature in the field has sought to identify the challenges and obstacles for the didactic transposition of subjects from the History of Science. Amongst many aspects, the deficiencies in the training of teachers, so that they can work with the insertion of HPS in the classroom have been highlighted. Another aspect that has been mentioned to be a challenge has to do with the didactic transposition of the Primary Sources, that is, of the original texts on the History of Science. The Primary Sources have significant potentialities: making a connection possible between scientists and concepts, showing the difficulties faced during scientific endeavors, perceiving the role of mistakes as obstacles to be surpassed, not as defeat, etc. On the other hand, there has been little exploration of these concepts in an educational context, due to their own peculiarities. The original texts are often hard to understand and their interpretation demands knowledge of the historical and scientific context in which they were written, as well as skills pertaining to the conduction of research in the field of the History of Science. With this scenario in mind, the research towards this Professional MSc degree starts from the challenge of elaborating and discussing proposals which could enable the didactical transposition of the Primary Sources. We have worked specifically with Primary Sources on the History of the Vacuum and of the Atmospheric Pressure, because of the insertion of these subjects in the Brazilian High School curriculum, in connection with the didactical textbooks. "Historic Journals" were made up from clippings of the original historical texts, as was a Didactical Unit, which takes the usual textbooks as a basis and contemplates using the Journals and the entire Primary Sources in High School. At last, we have elaborated and implemented a course designed for the preparation of teachers and for being an opportunity for the discussion of the feasibility of putting these kinds of proposal into practice / Tem-se advogado nas ?ltimas d?cadas a respeito da utiliza??o da Hist?ria e Filosofia da Ci?ncia para o ensino de conte?dos cient?ficos e sobre a ci?ncia. Aponta-se que a Hist?ria da Ci?ncia poderia possibilitar um aprendizado mais aprofundado dos conceitos cient?ficos, uma vez que permitiria o contato com os problemas a que esses conhecimentos buscaram resolver. Os epis?dios hist?ricos serviriam, ainda, como contextualiza??o para discuss?es a respeito da natureza do conhecimento cient?fico. Tendo em vista o interesse em explorar essas potencialidades, a literatura da ?rea tem buscado identificar os desafios e obst?culos da transposi??o did?tica da Hist?ria da Ci?ncia. Dentre muitos aspectos, as lacunas na forma??o dos professores para atuar na inser??o da HFC no Ensino t?m sido apontadas. Outro aspecto citado como desafio diz respeito ? dificuldade da transposi??o did?tica das Fontes Prim?rias, isto ?, dos textos originais da Hist?ria da Ci?ncia. As Fontes Prim?rias teriam potencialidades significativas: viabiliza??o da conex?o dos conceitos com os cientistas, visualiza??o do caminho ?rduo do empreendimento cient?fico, percep??o do o papel do erro como obst?culo a ser superado e n?o como derrota, etc. Por outro lado, esses recursos seriam ainda pouco explorados no contexto educacional devido ?s suas pr?prias peculiaridades. Os textos originais costumam ser de dif?cil leitura e sua interpreta??o requer conhecimentos a respeito do contexto hist?rico e cient?fico em que foram elaborados, bem como habilidades inerentes ? pesquisa em Hist?ria da Ci?ncia. Frente a esse cen?rio, o presente Trabalho de Conclus?o deste Mestrado Profissional parte do desafio de atuar na elabora??o e discuss?o de propostas visando a transposi??o did?tica de Fontes Prim?rias. Especificamente, trabalhou-se com Fontes Prim?rias da Hist?ria do V?cuo e da Press?o Atmosf?rica tendo em vista a sua inser??o no Ensino M?dio de forma articulada aos livros did?ticos. Foram elaborados Jornais Hist?ricos a partir de recortes dos textos hist?ricos originais, bem como uma Unidade Did?tica, que parte do material did?tico usual e contempla a utiliza??o dos Jornais e Fontes Prim?rias completas no Ensino M?dio. Elaborou-se e implementou-se, por fim, um curso voltado ? instrumenta??o de professores como espa?o de discuss?o sobre a utiliza??o desse tipo de proposta