Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-04-03T21:28:45Z No. of bitstreams: 1 JanioElpidioDeMedeiros_DISSERT.pdf: 1740897 bytes, checksum: bd32a14803c50afa97d1eaddbcd0bd1c (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-04-07T22:51:16Z (GMT) No. of bitstreams: 1 JanioElpidioDeMedeiros_DISSERT.pdf: 1740897 bytes, checksum: bd32a14803c50afa97d1eaddbcd0bd1c (MD5) / Made available in DSpace on 2017-04-07T22:51:16Z (GMT). No. of bitstreams: 1 JanioElpidioDeMedeiros_DISSERT.pdf: 1740897 bytes, checksum: bd32a14803c50afa97d1eaddbcd0bd1c (MD5) Previous issue date: 2016-06-17 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / O presente trabalho objetiva identificar e analisar os aspectos relativos ao ensino da matem?tica a partir do desenvolvimento de um projeto de letramento com alunos do 9? ano do ensino fundamental. A pesquisa foi realizada em uma escola p?blica do munic?pio de Mamanguape, no estado da Para?ba - Brasil. Para tanto, tomamos os referenciais te?ricos do letramento e projeto de letramento (KLEIMAN, 1995; 2000; 2005; 2007; STREET, 2007; 2014), leituras e escritas nas aulas de Matem?tica (SMOLE & DINIZ, 2001; LIMA E NORONHA, 2014) e g?neros discursivos (LEITE & BARBOSA, 2014). O percurso metodol?gico da pesquisa consistiu na elabora??o e desenvolvimento de um projeto de letramento nas aulas de matem?tica, que teve como foco tem?tico ?O uso da ?gua? e por t?tulo ?Abastecimento e armazenamento de ?gua no munic?pio de Mamanguape-PB?. De natureza qualitativa, a investiga??o ? caracterizada como pesquisa-a??o, pois a atua??o do professor-pesquisador n?o foi limitada ? mera observa??o das a??es, mas um sujeito que reflete, interv?m, analisa e transforma sua pr?tica docente e aprende com os sujeitos envolvidos na pesquisa (GIL, 2010). A an?lise dos dados que foram constru?dos ao longo do desenvolvimento do projeto de letramento, deu-se em uma perspectiva (auto)reflexiva que considerou o processo de (re)elabora??o do planejamento de ensino e da pr?tica docente presentes no processo dial?gico, estabelecido entre os sujeitos de letramento e decorrentes da viv?ncia de momentos de planejamento individual e coletivo, de pr?ticas de letramento e da compreens?o e reformula??o dos conceitos matem?ticos envolvidos. Os resultados apontam para aprendizados docentes emergentes das reflex?es do professor e aprendizados matem?ticos e sociais dos alunos. / This paper aims to identify and analyze the aspects concerning Mathematics teaching from the development of a literacy project with students from 9th grade of elementary school. We performed the survey in a public school in Mamanguape, Paraiba, Brazil. In order to do that, we analyzed the theoretical frameworks of literacy and literacy project (KLEIMAN, 1995; 2000; 2005; 2007; STREET, 2007; 2014); reading and writing activities in Mathematics classes (SMOLE & DINIZ, 2001; LIMA AND NORONHA, 2014) and speech genres (LEITE & BARBOSA, 2014). The methodological research course consisted in the design and development of a literacy project in Math classes, which had as its thematic focus "The use of water" and entitled as "Water supply and storage in Mamanguape-PB". Since it is a qualitative research, we characterize this investigation as an Action-Research, because the role of the teacher-researcher was not limited to mere observation of the actions, but to being subjects who reflect, intervene, analyze and transform their teaching practice and learn from those involved in the research (GIL, 2010). The data analysis that we performed along the literacy project development took place in a self-reflective perspective that considered the process of (re) developing the educational planning and the teaching practice ? both present in the dialogical process. This was established between the subjects of literacy and due to the experience of individual collective moments of planning, of literacy practices and of understanding and reformulating the mathematical concepts involved. The results point to the teacher?s learning, which came from their reflections, and to the students? mathematical and social learning.

Made available in DSpace on 2014-12-17T15:04:58Z (GMT). No. of bitstreams: 1 AlbimarGM_DISSERT.pdf: 3373987 bytes, checksum: 7c27635fd3aafbdd7457a8ba8b45b881 (MD5) Previous issue date: 2012-08-28 / This work has the main purpose of conducting a survey of educational products present in dissertations and doctoral theses focused on the use of history in mathematics teaching and Didactics of mathematics with a French foundation produced in graduate programs in the strict sense of the Brazil between 1990 and 2010, the areas of Education, Mathematics Education, school of Natural Sciences and Mathematics and related areas, according to the research proposal of Mendes (2010). Our interest was to select the products that present concrete proposals for educational activities that can be used in the classroom of Basic Education and Training of Teachers of Mathematics. The research was implemented through a bibliographic study documents the Bank of dissertations and theses from CAPES, libraries and archives of some Postgraduate programs in the country who focus their studies on the subject object of this research, besides the Brazilian Digital Library Theses and Dissertations (BDBTD). From this survey we selected works that present educational products materialized in blocks of activities based on the use of teaching history of mathematics to the classroom as well as the sequence of activities based on the Teaching of Mathematics. In possession of material, produce a CD-ROM containing the selected activities, in order to help support the work of teachers regarding the use of these activities, as a supplementary material to textbooks in their math classes / Este trabalho tem a finalidade principal de fazer um levantamento dos produtos educacionais presentes nas disserta??es de mestrado e teses de doutorado centradas no uso da Hist?ria no ensino da Matem?tica e na Did?tica da Matem?tica com fundamenta??o francesa, produzidas nos programas de P?s-Gradua??o stricto sensu do Brasil entre 1990 e 2010, das ?reas de Educa??o, Educa??o Matem?tica, Ensino de Ci?ncias Naturais e Matem?tica e ?reas afins, de acordo com a proposta de pesquisa de Mendes (2010). Nosso interesse foi selecionar os produtos que apresentem propostas concretas de atividades did?ticas que possam ser utilizadas na sala de aula da Educa??o B?sica e na Forma??o de Professores de Matem?tica. A pesquisa foi operacionalizada por meio de um estudo bibliogr?fico documental no Banco de disserta??es e teses da CAPES, nas bibliotecas e arquivos de alguns programas de P?s-gradua??o existentes no pa?s, que focam seus estudos no tema objeto desta pesquisa, al?m da Biblioteca Digital Brasileira de Teses e Disserta??es (BDBTD). A partir desse levantamento selecionamos os trabalhos que apresentavam produtos educacionais materializados em blocos de atividades baseadas no uso did?tico da Hist?ria da Matem?tica para a sala de aula, bem como nas sequ?ncias de atividades baseadas na Did?tica da Matem?tica. De posse do material, produzimos um CD-ROM contendo as atividades selecionadas, com vistas a contribuir para apoiar o trabalho dos professores com rela??o ao uso dessas atividades, na forma de um material complementar ao livro did?tico em suas aulas de Matem?tica

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-08-26T13:15:04Z No. of bitstreams: 1 2010 - Emerson do Nascimento..pdf: 2090889 bytes, checksum: fb83cd3a1b27b42a9d8d80f206c93f8f (MD5) / Made available in DSpace on 2016-08-26T13:15:04Z (GMT). No. of bitstreams: 1 2010 - Emerson do Nascimento..pdf: 2090889 bytes, checksum: fb83cd3a1b27b42a9d8d80f206c93f8f (MD5) Previous issue date: 2011-11-03 / Instituto Federal Goiano - Campus Morrinhos / The study presented was developed within a qualitative approach, from the direct contact and interactive mathematics as a tool in building interdisciplinary student learning in the course of agricultural technician. The research began with an investigation and reflection of the relationship between formal mathematics and the student every day, so we could build an interdisciplinary educational proposal capable of arousing student interest in building significant knowledge of mathematics in technical education. To make possible the construction of this proposal were made questionnaire and direct observation of students, identifying possible grievances and aspirations within the teaching-learning process of mathematics contextualized in vocational education. The results were instrumental in building the planning and execution of activities involving mathematics, promoting and paying contextualization within the disciplines of agricultural mechanization, topography, irrigation and drainage and applied mathematics. We note that at the end of the process the student has achieved the expected learning, getting to interact with the mathematical techniques and discipline to their daily lives. / O estudo que apresentamos foi desenvolvido dentro de uma abordagem qualitativa, a partir do contato direto e interativo da matem?tica como ferramenta interdisciplinar na constru??o da aprendizagem do aluno no curso t?cnico agr?cola. A pesquisa iniciou com uma investiga??o e reflex?o da rela??o entre a matem?tica formal e o cotidiano do aluno, para que fosse poss?vel construir uma proposta pedag?gica interdisciplinar capaz de despertar o interesse do aluno em construir o conhecimento significativo da matem?tica na forma??o t?cnica. Para que fosse poss?vel a constru??o dessa proposta foram realizados question?rio e observa??o direta dos alunos, detectando poss?veis insatisfa??es e anseios dentro do processo ensino-aprendizagem da matem?tica contextualizada no ensino profissional. Os resultados obtidos foram fundamentais na constru??o do planejamento e execu??o das atividades que envolviam a matem?tica, promovendo a integraliza??o e contextualiza??o dentro das disciplinas de mecaniza??o agr?cola, topografia, irriga??o e drenagem e matem?tica aplicada. Observamos que no final do processo o aluno conseguiu atingir a aprendizagem esperada, conseguindo interagir a matem?tica com as disciplina t?cnicas e com o seu cotidiano

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-05-30T11:30:49Z No. of bitstreams: 1 2013 - Anildo Gon?alves Pinto.pdf: 741613 bytes, checksum: 77ce20085faa9d488f526c25e4d6127c (MD5) / Made available in DSpace on 2017-05-30T11:30:50Z (GMT). No. of bitstreams: 1 2013 - Anildo Gon?alves Pinto.pdf: 741613 bytes, checksum: 77ce20085faa9d488f526c25e4d6127c (MD5) Previous issue date: 2013-04-13 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / We recognize the importance of an educational material as encouragers and contributors instruments of teaching. In this work, we conducted a historical survey of an educational material in Brazil, their relevance and contribution to the mathematics teaching and other fields of knowledge. As a contribution to the mathematics teaching, an educational mathematic text material was prepared whose main contents discuss about numerical sequences. In the next pages, will be presented an analysis of the research conducted with students and teachers from a public school located in Nil?polis city. / Reconhecemos a import?ncia dos livros paradid?ticos como instrumentos colaboradores e incentivadores do ensino. Neste trabalho fizemos um levantamento hist?rico dos livros paradid?ticos no Brasil, sua relev?ncia e contribui??o para o ensino de matem?tica e outras ?reas do conhecimento. Como contribui??o para o ensino de matem?tica, elaboramos um texto paradid?tico de matem?tica tendo como conte?do principal, sequ?ncias num?ricas. Apresentamos a an?lise da pesquisa realizada com discentes e docentes do ensino m?dio de uma escola estadual do munic?pio de Nil?polis

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-10-26T11:40:04Z No. of bitstreams: 1 2015 - Elma Daniela bezerra Lima.pdf: 1285159 bytes, checksum: bf012b9987fd86e2e1c4b224f13fb678 (MD5) / Made available in DSpace on 2017-10-26T11:40:10Z (GMT). No. of bitstreams: 1 2015 - Elma Daniela bezerra Lima.pdf: 1285159 bytes, checksum: bf012b9987fd86e2e1c4b224f13fb678 (MD5) Previous issue date: 2015-03-30 / This dissertation is a research work in a school located in a Quilombo Community in the city of Macapa, State of Amap?, in Brazil. The research aimed to investigate the teaching and learning of mathematics in school Quilombo Community Curia?. We reflect on the concepts of researchers in Ethnomatematics, concerning the production of knowledge, with regard to the history of the black education, more specifically education in Quilombo Communities in the State of Amap?. The survey of work by school Quilombo Curia? the Community under the aspect of education, had the standard of review the following questions: - How the mathematics teachers of the maroon community of Curia? school develop their work with students, with a view Federal Law 10.639/03? What is the relationship of this law with the contents of mathematics classrooms? What are the activities in the school Quilombo Community in Curia?? The approach used for this study was a qualitative approach. We report the work of the community school teachers. We interviewed teachers, school staff and rural workers in their work environment and analyze existing mathematical knowledge in their work activities, checking how happen and are related to the Law 10.639/03. The records made during the research activities in the field served to confirm that different mathematical knowledge impregnated knowledge can be worked out by mathematics teachers in the classroom, and that these mathematical knowledge produced by community workers respond to important existential questions for the group cultural to which the maroon community belongs / Esta disserta??o ? um trabalho de pesquisa desenvolvido em uma escola localizada em uma Comunidade Quilombola na cidade de Macap?, no Estado do Amap?, no Brasil. A pesquisa teve como objetivo principal investigar o ensino e a aprendizagem da matem?tica na escola da Comunidade quilombola do Curia?. Fazemos uma reflex?o sobre as concep??es de pesquisadores em Etnomatem?tica, referentes a produ??o do conhecimento, no que diz respeito ? hist?ria da educa??o dos negros, mais especificamente a educa??o nas Comunidades Quilombolas no Estado do Amap?. O levantamento dos trabalhos realizados na escola da Comunidade Quilombola do Curia?, na perspectiva da educa??o, teve como crit?rio de an?lise os seguintes questionamentos: - Como os professores de Matem?tica da escola da comunidade quilombola do Curia? desenvolvem seus trabalhos com os alunos, tendo em vista a Lei Federal 10.639/03? Qual a rela??o dessa lei com os conte?dos das aulas de Matem?tica? Quais s?o as atividades desenvolvidas na escola da Comunidade Quilombola no Curia?? O procedimento metodol?gico utilizado para a realiza??o deste estudo foi uma abordagem qualitativa. Relatamos o trabalho desenvolvido pelos professores da escola da comunidade. Entrevistamos professores, funcion?rios da escola e trabalhadores rurais em seu ambiente de trabalho e analisamos os conhecimentos matem?ticos existentes em suas atividades laborais, verificando a forma como acontecem e se est?o relacionadas com a Lei 10.639/03. Os registros realizados durante as atividades de pesquisa em campo serviram para confirmar que diferentes saberes impregnados de conhecimento matem?tico podem ser trabalhados pelos professores de matem?tica em sala de aula, e que esses saberes matem?ticos produzidos pelos trabalhadores da comunidade respondem a quest?es existenciais importantes para o grupo cultural ao qual a comunidade quilombola pertence

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-01-04T21:34:35Z No. of bitstreams: 1 IvoneDaSilvaSalsa_TESE.pdf: 2196821 bytes, checksum: ecfc9dc134e019de4c522b502576c6de (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-01-07T17:42:50Z (GMT) No. of bitstreams: 1 IvoneDaSilvaSalsa_TESE.pdf: 2196821 bytes, checksum: ecfc9dc134e019de4c522b502576c6de (MD5) / Made available in DSpace on 2016-01-07T17:42:50Z (GMT). No. of bitstreams: 1 IvoneDaSilvaSalsa_TESE.pdf: 2196821 bytes, checksum: ecfc9dc134e019de4c522b502576c6de (MD5) Previous issue date: 2010-08-27 / O erro do aluno na sua dimens?o did?tico-pedag?gica ? um fatoinevitavelmente presente em qualquer contexto onde se desenvolvamprocessos formais de ensino e de aprendizagem. Pesquisas t?m mostrado que,ami?de, esse erro ? percebido pelo professor como algo indesej?vel, quasesempre conseq??ncia da falta de aten??o ou de estudo do aluno, tendo comodestino, sua elimina??o. Nesta tese, o objeto de nossas reflex?es ?exatamente esse erro, gerado nas entranhas dos processos de ensino e deaprendizagem. Nossa compreens?o ? de que o erro se constitui em umaferramenta mediadora do conhecimento, podendo ser um grande aliado ?sa??es do professor em suas tarefas de ensino, destarte, precisa serconsiderado pelo professor. Com esse entendimento pensamos que o professorprecisa encar?-lo como uma possibilidade a ser explorada e n?o como umafatalidade; isto, seguramente, acarretaria situa??es did?ticas deverasproveitosas. Para aprofundar a compreens?o sobre nosso objeto de pesquisa,optamos pelo estudo da percep??o de pr?-concluintes em 2009.2, daLicenciatura em Matem?tica, acerca do referido erro. Esse foi,precisamente, o objetivo geral deste trabalho: pesquisar e compreendercomo o erro do aluno ? percebido por futuros professores de Matem?tica. Aescolha de futuros professores Matem?tica como sujeitos da pesquisa, sedeve ao fato de que essa ?rea do saber historicamente carrega consigo umfardo de p?ssimos desempenhos escolares. Neste trabalho, exibimos dadosassociados ao ENEM, a Vestibulares da UFRN e a desempenhos em disciplinasb?sicas da Matem?tica, na UFRN que justificam tal escolha. As matrizeste?ricas que arrimaram as reflex?es nesta tese seguem as id?ias propostaspor Giordan (1985); Castorina (1988); Aquino (1997); Luckesi (1995; 2006);Cury (1994; 2003; 2005; 2007); Pinto (2002); Torre (2007); Hoffmann (2007e 2008). Para empreender este estudo selecionamos uma amostra com 30alunos concluintes da Licenciatura de Matem?tica do CCET/UFRN, em 2009, eaplicamos um question?rio semi-estruturado com 14 perguntas, sendo 10quest?es abertas. Estas receberam um tratamento metodol?gico baseado naAn?lise Tem?tica - uma das t?cnicas da An?lise de Conte?do sistematizadaspor Bardin (1977) - e, tamb?m contaram com o recurso do programacomputacional Modalisa 6.0 (software desenvolvido por docentes daUniversidade de Paris VIII). Os resultados advindos da an?lise sobre apercep??o desses concluintes apontam que, na pr?tica pedag?gica da maioriados professores formadores, esse erro ? percebido apenas, como um motivopara pontuar provas/testes e, o aluno, na maioria das vezes, ? encaradocomo "culpado". As an?lises conclusivas, portanto, sinalizam para anecessidade de se investir na forma??o do professor formador dessaLicenciatura, buscando construir um novo olhar sobre o erro. Um olhar querealce suas potencialidades pedag?gicas, que perceba a import?ncia do erroquando ele desvela lacunas no processo de aprendizagem, fornecendovaliosas pistas para os procedimentos de ensino. / Student?s mistakes as viewed in a didactic and pedagogical perspective are a phenomenon inevitably observed in any context in which formal teaching-andlearning processes are taking place. Researchers have shown that such mistakes are viewed most of the times as undesirable and often as a consequence of lack of attention or poor commitment on the part of the student and rarely considered didactically useful. The object of our reflections in this work is exactly those mistakes, which are born in the entrails of the teaching-and-learning processes. It is our understanding that a mistake constitutes a tool which mediates knowledge and may therefore become a strong ally of the instructor?s actions in her/his teaching tasks and thus should be taken into the teacher?s best consideration. Understanding a mistake as so, we postulate that the teacher must face it as a possibility to be exploited rather than as a negative occurrence. Such an attitude on the part of the teacher would undoubtedly render profitable didactic situations. To deepen the understanding of our aim, we took a case study on the perception of senior college students in the program of Mathematics at UFRN in the year 2009, 2nd term. The reason of this choice is the fact that Mathematics is the field presenting traditionally the poorest records in terms of school grades. In this work we put forth data associated to ENEM1 , to the UFRN Vestibular2 and the undergraduate courses on Mathematics. The theoretical matrixes supporting our reflections in this thesis follow the ideas proposed by Castorina (1988); Davis e Esp?sito (1990); Aquino (1997); Luckesi (2006); Cury (1994; 2008); Pinto (2000); Torre (2007). To carry out the study, we applied a semi-structured questionnaire containing 14 questions, out of which 10 were open questions. The questions were methodologically based on the Thematic Analysis ? One of the techniques for Content Analysis schemed by Bardin (1977) ? and it was also used the computer program Modalisa 6.0 (A software designed by faculties the University of Paris VIII). The results indicate that most of the teachers training instructors in their pedagogical practice view the mistakes made by their students only as a guide for grading and, in this procedure, the student is frequently labeled as guilty. Conclusive analyses, therefore, signal to the necessity of orienting the teachers training instructors in the sense of building a new theoretical contemplation of the students? mistakes and their pedagogical potentialities and so making those professionals perceive the importance of such mistakes, since they reveal gaps in the process of learning and provide valuable avenues for the teaching procedures.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-10T16:09:53Z No. of bitstreams: 1 SilviaReginaPereiraDeMendonca_TESE.pdf: 2771054 bytes, checksum: 176a0b7fa2ae943bffc11f4c7926d941 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-10T20:06:05Z (GMT) No. of bitstreams: 1 SilviaReginaPereiraDeMendonca_TESE.pdf: 2771054 bytes, checksum: 176a0b7fa2ae943bffc11f4c7926d941 (MD5) / Made available in DSpace on 2017-02-10T20:06:05Z (GMT). No. of bitstreams: 1 SilviaReginaPereiraDeMendonca_TESE.pdf: 2771054 bytes, checksum: 176a0b7fa2ae943bffc11f4c7926d941 (MD5) Previous issue date: 2016-07-22 / Neste trabalho de tese buscamos identificar as representa??es sociais dos licenciandos, bolsistas do Programa Institucional de Bolsa de Inicia??o ? Doc?ncia ? PIBID, sobre o ensino de Matem?tica e enfatizar os benef?cios do contato com os alunos da rede p?blica para sua forma??o. Essa pesquisa contou com a participa??o de quinze licenciandos de Matem?tica do IFRN, campus Santa Cruz - RN, atuantes no Ensino M?dio de tr?s escolas Estaduais. Os licenciandos, nesse Programa, tiveram a oportunidade de desenvolver suas pr?ticas de ensino de acordo com a realidade escolar. Conduzimos o trabalho ? luz da Teoria das Representa??es Sociais (TRS) proposta por Moscovici (2012) e Jodelet (2001), abordando como metodologia a t?cnica dos grupos focais com o embasamento de Gatti (2005) e Barbour (2009), entrevista semiestruturada de acordo com Manzini (2003) e inspira??o no processo hermen?utico-dial?tico desenvolvido por Oliveira (2010). Defendemos que os processos de ancoragem e objetiva??o (MOSCOVICI, 2009) reificados a partir da din?mica reflex?o-a??o interferem no campo representacional sobre o ensinar e sobre a doc?ncia para esses discentes. Com o intuito de desvelar os discursos dos participantes, lan?amos m?o da An?lise de Conte?do de Bardin (2011), seguindo as etapas propostas: categoriza??o, descri??o e interpreta??o. A partir das reuni?es, de di?logo e entrevistas semiestruturadas percebemos a import?ncia que o programa PIBID proporciona para a forma??o dos licenciandos e para o desenvolvimento das suas pr?ticas de ensino. Os discursos ressaltam a dificuldade dos licenciandos em se apropriar do conte?do do curso de forma??o inicial, fun??o de resist?ncia da Representa??o Social (RS) abordada por Bauer (1994), devido ?s representa??es de complexidade e de inutilidade constru?das sobre o objeto de aprendizagem. Essa vis?o inicial fomentou uma hip?tese de origem da elevada evas?o dos licenciandos e escassez de profissionais formados na ?rea, ind?cios de uma RS de Matem?tica e n?o de Ensino de Matem?tica. Comprovamos tal fen?meno nas marcas da ancoragem desse objeto presentes nos discursos dos participantes ao abordarem o Ensino de Matem?tica, quando ressaltam a disciplina Matem?tica como algo dif?cil, confuso e desinteressante. Os Licenciandos afirmam que a participa??o no PIBID propicia a oportunidade de aproxima??o da realidade no exerc?cio da doc?ncia, pois, com a observa??o e conviv?ncia no contexto escolar, em confronto com os conhecimentos espec?ficos do curso, eles desenvolvem suas pr?prias metodologias de ensino, conhecendo o real of?cio de ser professor. Por interm?dio dessa viv?ncia, eles demonstram ind?cios de constru??es/transforma??es no campo representacional sobre o Ensino de Matem?tica. Na forma??o inicial o licenciando adquire o conhecimento de saberes que orientam a atua??o profissional. Sendo assim, entendemos que o PIBID acrescenta benef?cios para essa forma??o, sejam eles: atividades que proporcionam reflex?o e an?lise cr?tica nas quais os futuros docentes se defrontam com representa??es hist?rico-sociais constru?das e exercidas no percurso de sua profiss?o, reelabora??o dos conhecimentos espec?ficos da ?rea de forma??o, tendo em vista o seu ensino e o perfil dos estudantes da educa??o b?sica e reestrutura??o de suas representa??es sociais sobre a ?rea e seu ensino. Assim sendo, esse movimento na forma??o inicial, al?m de contribuir com o ensino inovador, significativo e democr?tico, permite, tamb?m, de acordo com o pensamento de Wagner (1998), o confronto com as representa??es sociais sobre o ensinar e o objeto de ensino estabelecido, provocando conflitos cognitivos que podem contribuir para transforma??es representacionais n?o s? na ?rea de Matem?tica, mas em todos os contextos de forma??o de professores. / In this thesis we seek to identify the social representations of the undergraduate students, who are part of the Institutional Program of Scholarship for Teaching Initiation - PIBID, about the Mathematics teaching and emphasize the benefits of the contact with the students from the public school system in their teaching education. This research included fifteen Mathematics undergraduate students from the IFRN campus located in Santa Cruz-RN teaching in three public State High Schools. The students in this Program have the opportunity to develop their teaching practices according to the school reality. This study was conducted in the light of the Theory of Social Representations (SRT) proposed by Moscovici (2012) and Jodelet (2001), addressing as methodology the focus groups technique based on Gatti (2005) and Barbour (2009), semi-structured interview according to Manzini (2003) and inspiration in the hermeneutic-dialectic process developed by Oliveira (2010). We supported that the process of anchoring and objectification (MOSCOVICI, 2009) reified from the reflection-action dynamic interfere in the representational field about the education and about the teaching experience for these students. Aiming to unveil the speeches of the participants, we used the Content Analysis of Bardin (2011), by following the steps proposed: categorization, description and interpretation. From the meetings, dialog and semi-structured interviews we noticed the importance which the PIBID provides to the teaching training of these students and to the development of their teaching practices. The speeches highlight the difficulty of the students in holding the contents of the initial teaching education course, function of resistance of the Social Representation (SR) approached by Bauer (1994), due to the representations of complexity and uselessness built over the object of learning. This initial vision fostered a hypothesis of the origin of the high dropout of the undergraduate students and shortage of trained professionals graduated in the area, evidence of a SR of Mathematics and not Mathematics Teaching. It was verified such phenomenon in the marks of anchoring of this object present in the speeches of the participants as they approached the Mathematics Teaching, when they emphasize the Mathematics subject as something difficult, confusing and uninteresting. The students claim that the participation in the PIBID offers the opportunity of approaching the reality in teaching, because, with the observation and coexistence in the school context, in confrontation with the specific knowledge acquired in the course, they develop their own teaching methodologies, getting to know the true work of being a teacher. Through this experience, they show evidence of constructions/transformations in the representational field of the Mathematics Teaching. On the initial teacher training, the student acquires the know-how knowledge which guides the professional performance. Therefore, we understand that the PIBID adds benefits to this training and they are: activities that provide reflection and critical analysis in which the future teachers face social-historical representations constructed and carried out in the course of their profession, recreation of the specific knowledge of the graduation area in the view of its teaching and the profile of the students of basic education and the restructuring of their social representations about the area and its teaching. Thus, this movement in the initial teacher education, besides contributing with innovative, meaningful and democratic teaching, it also, allows, according to the thought of Wagner (1998) the confrontation with the social representations about the teaching and the established object of teaching, causing cognitive conflicts that may contribute to representational transformations not only in the area of Mathematics, but in all contexts of the teacher training.

Made available in DSpace on 2016-04-04T18:32:32Z (GMT). No. of bitstreams: 1 Alexandre Ortenzi.pdf: 417243 bytes, checksum: bf4100329729e79fcef3594f3d5ee8a6 (MD5) Previous issue date: 2006-06-16 / This study follows the line of research University, Teaching and Teacher Training . With the objective of investigating the teacher-student relationship, we considered the diverse aspects that permeate this relationship in the area of Mathematics. In order to understand how this relationship was constructed, concepts about teaching Mathematics were studied with the intention of helping comprehend the actual moment and treatment of the principal aspects inherent to the teacher-student relationship. The participants in the study were four teachers of fundamental and middle education and twenty future teachers who are concluding Teacher Training in Mathematics. They responded to a questionnaire containing open and closed questions relative to various aspects that make up the teacher-student relationship. The comments of the teachers and future teachers emphasize related aspects and describe the importance of the theme for the activity of teaching. Results of the study emphasized aspects like discipline, affectivity, the authority of the teacher and the ensemble of technical and pedagogical knowledge of the teacher for the teacher-student relationship. The study further revealed the importance of the theme for the work of the teacher and also the need for this to be worked on in teacher training and continued education of teachers, principally in the area of Mathematics. / Este estudo est? vinculado ? linha de pesquisa, Universidade, Doc?ncia e Forma??o de Professores. Seu objetivo ?, investigar a rela??o professor-aluno, considerando os diversos aspectos que permeiam esta rela??o tendo por base a ?rea de matem?tica. Para o entendimento de como esta rela??o foi constru?da, foram estudadas concep??es de ensino da Matem?tica, visando auxiliar a compreens?o do momento atual e tratados os principais aspectos inerentes ? rela??o professor-aluno. Participaram da pesquisa quatro professores em atua??o nos ensinos fundamental e m?dio e vinte futuros professores, alunos concluintes de um curso de Licenciatura em Matem?tica, que responderam a um question?rio contendo quest?es abertas e fechadas relativas aos diversos aspectos que comp?em a rela??o professor-aluno. As falas dos professores e futuros professores enfatizam os aspectos relacionados e descrevem a import?ncia do tema para a atividade docente, destacando a disciplina, a afetividade, a autoridade do professor e o conjunto dos conhecimentos t?cnico e pedag?gico do professor para a rela??o professor-aluno. A pesquisa revelou, ainda, a import?ncia do tema para o trabalho do professor e, tamb?m, a necessidade deste ser mais explorado nas licenciaturas e na forma??o cont?nua dos professores, principalmente na ?rea de Matem?tica.

Made available in DSpace on 2016-04-04T18:32:51Z (GMT). No. of bitstreams: 1 Melissa Junqueira Picarelli.pdf: 12155210 bytes, checksum: 0936a908b92e270547bb16bc9265f243 (MD5) Previous issue date: 2008-08-08 / With the social, economical and technological changes which happen in a vertiginous way, new demands are imposed to the teaching systems in all level and in relation to the citizen s profile who wants to graduate. It is required for the person to be creative, intelligent, able of solving problems, to adapt himself to the changes and mainly, to generate, select and interpret information. The education should be compromised with the pupil s total development. The National Curriculum Parameters from the High School bring a work proposal focused on the development of competence and ability. One of these competences is the reading competence and, for its development, the work with reading is of extreme importance. The objective of the paperwork, bearing the line of research: University, Teaching and Teacher s formation , is to analyze how it the math teacher sees the reading competence in the High School Math classes. For this, we ran over a series of authors who deal with the theme. To collect the basis for the research a questionary, holding questions to ten math teachers who act in the State High School which are jurisdictioned to the West Campinas Teaching Region Border, was initially given. Afterwards, two of the teachers were interviewed for deeping the questions. The analysis was structured following the theme axis: The reading in the Math classes; Strategies to the reading development in the Math classes; Teacher's difficuties in relation to the reading work in the Math classes and training to the reading work in the High School Math classes. Although the importance which the participant teachers assign to reading, it was verified that the majority do not develop expressive reading activities in their classes. It was also testified that in the teachers initial backgrounds, in no occasion, the reading development issue was handled. It is expected that this research contributes to a discussion about the theme and enlightens, in the teachers formation, the importance of practices which focus the reading in the math classes. / Com as mudan?as sociais, econ?micas e tecnol?gicas que ocorrem de forma vertiginosa, novas exig?ncias s?o impostas aos sistemas de ensino em todos os n?veis e em rela??o ao perfil do cidad?o que se quer formar. Exige-se que a pessoa seja criativa, inteligente, capaz de solucionar problemas, de se adaptar ?s mudan?as e, principalmente, de gerar, selecionar e interpretar informa??es. A educa??o deve estar comprometida com o desenvolvimento total do educando. Os Par?metros Curriculares Nacionais do Ensino M?dio trazem uma proposta de trabalho voltada ao desenvolvimento de compet?ncias e habilidades. Uma dessas compet?ncias ? a compet?ncia leitora e, para seu desenvolvimento, o trabalho com leitura ? de extrema import?ncia. O objetivo do trabalho, dentro da linha de pesquisa Universidade, Doc?ncia e Forma??o de Professor, ? analisar como o professor de Matem?tica v? a compet?ncia leitora na sala de aula de Matem?tica no Ensino M?dio. Para isso, recorremos a diversos autores que tratam da tem?tica. Para a coleta de dados foi inicialmente aplicado um question?rio a dez professores de Matem?tica que atuam no Ensino M?dio em escolas estaduais jurisdicionadas ? Diretoria de Ensino Regi?o de Campinas Oeste. Dois dos professores foram posteriormente entrevistados para aprofundamento das quest?es. A an?lise foi estruturada segundo os eixos tem?ticos: Import?ncia dada ? leitura; A leitura nas aulas de Matem?tica; Estrat?gias para o desenvolvimento de leitura nas aulas de Matem?tica; Dificuldades do professor em rela??o ao trabalho com leitura nas aulas de Matem?tica e Forma??o para o trabalho com leitura nas aulas de Matem?tica. Apesar da import?ncia que os professores participantes atribuem ? leitura, verificou-se que a maioria n?o desenvolve atividades significativas com leitura em suas aulas. Constatamos tamb?m que na forma??o inicial desses professores, em nenhum momento, foi tratada a quest?o do desenvolvimento de trabalhos com leitura. Espera-se que a pesquisa contribua para a discuss?o sobre o tema e evidencie, na forma??o de professores, a import?ncia de pr?ticas que enfoquem a leitura nas aulas de Matem?tica.

Made available in DSpace on 2016-04-04T18:33:07Z (GMT). No. of bitstreams: 1 Ana Paula Araujo Mota.pdf: 382611 bytes, checksum: f2aaa959f5a478ca53e5ea002c15c688 (MD5) Previous issue date: 2012-02-17 / Generally speaking, teacher s continued education has gained prominence recently at forums, meetings and seminars, asa major strategies to improve the quality of education. It also has being a focus of attention of public policies related to education nowadays. However there is still a huge concern about the content and methodologies used for training teachers of the early years of elementary school due to the fact that addressing the specificities in initial and ongoing training is crucial for a good development of quality education. In this perspective, we sought to understand difficulties indicated by future elementary school teachers in regards to the arithmetic operations and how such difficulties can be addressed in seeking to overcome. Initially, we bring a curricular analysis of the pedagogy courses offered in the city of Campinas, in different institutions, checking the inclusion of disciplines focused on mathematics in these courses. We also listed the main difficulties faced by female students (future teachers) of a discipline focused on the conceptual and methodological aspects of teaching mathematics in the pedagogy courses of PUC-Campinas, with the purpose to check how the contents are worked in that discipline. We used the referential of qualitative methodology to develop and collect data for the research. The participants were chosen through an invitation directed to twenty-five female students enrolled as freshman in the pedagogy course in 2010.Seven of them accepted the invitation. We used as a technique for data collection: personal narratives of the students, the narratives of the researcher and semi-structured interviews with students. The data was interpreted and categorized in light of the theoretical teacher training and research on teaching practices. The results indicate that, from the methodology utilized in the discipline in question, permeated by the movement of reflection, the activities appear as having the potential for empowering learning. It is now possible to these pedagogy students to experience a new conception of mathematics: to solve old problems, as well as new and different operations strategies. Now these studentsbetter understand the content, when before it was detached from their. / A forma??o de professores de um modo geral tem ganhado destaque nos ?ltimos anos em f?runs, encontros e semin?rios, como uma das principais estrat?gias para elevar a qualidade do ensino. Tamb?m se constitui atualmente em um foco de aten??o das pol?ticas p?blicas voltadas ? educa??o. Entretanto h? ainda uma enorme preocupa??o com rela??o aos conte?dos e metodologias trabalhados na forma??o de professores dos anos iniciais do ensino fundamental, tendo em vista que contemplar as especificidades na forma??o inicial e continuada ? de fundamental import?ncia para um bom desenvolvimento da qualidade da educa??o. Nesta perspectiva, buscamos compreender as dificuldades indicadas pelas futuras professoras do ensino fundamental no que se refere ?s opera??es aritm?ticas e como tais dificuldades podem ser abordados na busca de supera??o. Inicialmente, trazemos uma an?lise das matrizes curriculares de cursos de pedagogia oferecidos na cidade de Campinas em diferentes institui??es, verificando a inser??o de disciplinas voltadas para a matem?tica nos referidos cursos. Tamb?m elencamos as principais dificuldades enfrentadas por alunas (futuras professoras) de uma disciplina voltada para os aspectos metodol?gicos e conceituais do Ensino de matem?tica do curso de Pedagogia da PUC-Campinas, buscando verificar como os conte?dos s?o trabalhados na referida disciplina. Utilizamos os referenciais da metodologia qualitativa para desenvolver e coletar os dados da pesquisa. A escolha das participantes da pesquisa se deu por meio de um convite direcionado ?s vinte e cinco alunas matriculadas na disciplina no 1? semestre de 2010, sendo que sete entre elas aceitaram o convite para participar da pesquisa. Utilizamos como t?cnica para coleta de dados: as narrativas pessoais das alunas; as narrativas da pesquisadora e entrevistas semiestruturadas com as alunas. Os dados foram interpretados e categorizados ? luz do referencial te?rico de forma??o de professores e estudos sobre pr?ticas pedag?gicas. Os resultados indicam que a partir da metodologia trabalhada na disciplina investigada, permeada pelo movimento da reflex?o, as atividades passam a ser consideradas como potencializadoras de aprendizagem, sendo poss?vel ?s alunas vivenciarem uma nova concep??o em rela??o ? matem?tica: a de conseguir resolver velhos problemas e opera??es com novas e diferentes estrat?gias, assim como compreender os significados dos conte?dos antes desvinculados das suas realidades.