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 2017-01-27T12:56:02Z No. of bitstreams: 1 RafaelJoseAlvesDoRegoBarros_TESE.pdf: 2689565 bytes, checksum: 3a94a6c7cf716f501f982b5d7837da4b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-01-31T11:36:30Z (GMT) No. of bitstreams: 1 RafaelJoseAlvesDoRegoBarros_TESE.pdf: 2689565 bytes, checksum: 3a94a6c7cf716f501f982b5d7837da4b (MD5) / Made available in DSpace on 2017-01-31T11:36:30Z (GMT). No. of bitstreams: 1 RafaelJoseAlvesDoRegoBarros_TESE.pdf: 2689565 bytes, checksum: 3a94a6c7cf716f501f982b5d7837da4b (MD5) Previous issue date: 2016-07-29 / O presente trabalho originou-se do projeto de pesquisa Cartografias da Produ??o em Hist?ria da Matem?tica no Brasil: um estudo centrado nas disserta??es e teses defendidas entre 1990 e 2010, com o objetivo geral de investigar os potenciais did?ticos das Pesquisas em Hist?ria e Epistemologia da Matem?tica produzidas nas disserta??es e teses, nos programas de p?s-gradua??o do Brasil neste per?odo, sugerindo encaminhamentos did?ticos para o ensino de conte?dos matem?ticos do Ensino M?dio. Inicialmente, descrevemos os artigos de Hist?ria e Epistemologia da Matem?tica publicados no Encontro Nacional de Educa??o Matem?tica ? ENEM, no per?odo de 1987 a 2010. Em seguida, classificamos os artigos da Revista Brasileira de Hist?ria da Matem?tica, segundo as tend?ncias em Hist?ria da Matem?tica, de acordo com Mendes (2010, 2014), e caracterizamos cada artigo de Hist?ria e Epistemologia da Matem?tica publicados no per?odo de 2001 a 2012. Descrevemos as disserta??es e teses produzidas nos Programas de P?s-Gradua??o do Brasil em Hist?ria e Epistemologia da Matem?tica no per?odo de 1990 a 2010, encontradas nas bibliotecas virtuais, e analisamos cada trabalho publicado neste per?odo, verificando quais temas matem?ticos s?o abordados e apontando os potenciais did?ticos para o Ensino M?dio. Para que nossa pesquisa se desenvolvesse, elaboramos nossa Matriz Paradigm?tica, com base nas ideias de S?nchez Gamboa (2012), e utilizamos como objeto de estudo quarenta e sete disserta??es e teses no per?odo entre 1990 e 2010. Entre elas, encontramos trinta disserta??es e teses que envolvem conte?dos do Ensino Superior, dezenove disserta??es e onze teses e dezessete trabalhos que envolvem conte?dos do Ensino M?dio, dez disserta??es e sete teses. Para identificar se uma disserta??o ou tese abordava conte?dos do Ensino M?dio, usamos como par?metro as ?reas de conhecimentos do Exame Nacional do Ensino M?dio, ENEM, e, para classificar os conte?dos de Ensino Superior, tomamos como refer?ncia as grandes ?reas da matem?tica encontradas no site da Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior ? CAPES. Defendemos a tese de que existem Disserta??es e Teses de Hist?ria e Epistemologia da Matem?tica produzidas nos programas de p?s-gradua??o do Brasil entre 1990 e 2010, com potencialidades did?ticas para o Ensino M?dio, que podem ser utilizados para abordar conceitos matem?ticos na Educa??o B?sica a partir de uma reorganiza??o pedag?gica adequada ao Ensino M?dio. E tentamos mostrar a abund?ncia de material que consta nestes trabalhos, que podem, de alguma forma, ser inseridos na nossa pr?tica docente, focalizando aqueles trabalhos que abordam conte?dos do Ensino M?dio, pois, muitas vezes, essas disserta??es e teses, depois de defendidas, pouco s?o utilizadas e s?o esquecidas nas bibliotecas. Essa tese servir? para a dissemina??o destas publica??es para um p?blico maior, no sentido de possibilitar uma divulga??o dos conte?dos matem?ticos que podem ser explorados para abordar conceitos matem?ticos na Educa??o B?sica. / This work originated from the Cartografias research project Production in History of Mathematics in Brazil: a study focused on dissertations and theses between 1990 and 2010, with the overall goal of investigating the educational potential of Research in History and Epistemology of Mathematics produced in dissertations and theses in Brazil graduate programs in this period, suggesting learning referrals for teaching mathematical content of high school. Initially, we describe the History and Epistemology of Mathematics articles published in Mathematics Education National Meeting - ENEM, from 1987 to 2010. Then classify the articles of the Journal of History of Mathematics, according to the trends in the history of mathematics, according to Mendes (2010, 2014), and each feature History and Epistemology of Mathematics article published from 2001 to 2012. we describe the dissertations and theses produced in Brazil Graduate Program in History and Epistemology of Mathematics in the period 1990-2010, found in the virtual libraries, and analyze each published over this period, which mathematical topics are addressed and pointing to the potential for teaching high school. For our research to develop, we make our Paradigmatic Matrix, based on S?nchez Gamboa ideas (2012), and used as an object of study forty-seven dissertations and theses in the period between 1990 and 2010. Among them, we find thirty dissertations and theses involving content of higher education, nineteen dissertations and theses eleven and seventeen jobs involving high school content ten dissertations and theses seven. To identify whether a dissertation or thesis addressed high school content, used as a parameter the areas of expertise of the National Examination of high school, ESMS, and to classify the higher education content, we take as reference the major areas of mathematics found at of Higher Education Personnel Improvement Coordination - CAPES. We defend the thesis that there are History Dissertations and Theses and Epistemology of Mathematics produced in graduate programs in Brazil between 1990 and 2010, with didactic potential for secondary education, which can be used to address mathematical concepts in basic education from adequate pedagogical reorganization to high school. And we try to show the wealth of material contained in these works, which may somehow be inserted into our teaching practice, focusing on those works that address high school content, because often these dissertations and theses, after advocated, they are little used and forgotten in libraries. This thesis will serve to disseminate these publications to a wider audience, to enable dissemination of mathematical content that can be explored to address mathematical concepts in basic education.

Made available in DSpace on 2014-12-17T15:07:08Z (GMT). No. of bitstreams: 1 CeliaMMBS_TESE.pdf: 5057611 bytes, checksum: ed5c06e8a38bc43ba3463404a9c6479a (MD5) Previous issue date: 2010-04-26 / Settled within the realm of a problematization towards teaching and learning the Portuguese language, this study aims to investigate the way how the Portuguese Language discipline is dealt with in Secondary School. We propose specifically to analyze the orientations of the official documents concerning the educator practice, examining the way the PCNEM proposal is approached in the didactic book, identifying the treatment given to language questions, analyzing the way the teacher uses the didactic book and verifying the relations between the official approach and the pedagogical practice. The analysis takes into account the several discourses concerning school literacy, considering the various political-educational instances which institutionalize the teaching of the mother tongue - where we locate the teaching that is wanted . In what teachers and students say in their activities and concerning them - the realm of the teaching that is performed - we presuppose that there are signs of the principles - or conceptions - that orientate what they understand by language, teaching and learning. Such evidences are considered within the interrelation of the enunciative places where this literacy is promoted: the public policies concerning education - focusing the language questions - the academic researches about those questions, the educator formation and capacitation and the very school practices in the complexity of their discoursive inter-subjectivity. The principles - or conceptions - are pursued in what is said (or not) about what is done (or not) in the classroom when dealing with the Portuguese Language. The corpus is made up of oral and written texts produced in Portuguese classes in the Secondary School at a public school in the city of Natal, Rio Grande do Norte, Brazil. Situated in the realm of Applied Linguistics, the research is conducted in a qualitative and interpretative perspective, following the ethnography of communication procedures and the contributions of the Functional Linguistics. In the observations, language conceptions were discerned, among others, besides beliefs and representations where the theoretical and practical aspects, professional roles, expectations and uncertainties were diluted. / Situado no ?mbito de uma problem?tica voltada para o ensino e a aprendizagem da l?ngua portuguesa, este estudo tem por objetivo investigar o modo como a disciplina L?ngua Portuguesa ? trabalhada no Ensino M?dio. De modo espec?fico, propomonos, nesse contexto de ensino, analisar as orienta??es dos documentos oficiais para a pr?tica docente, examinar de que forma a proposta dos PCNEM ? abordada no livro did?tico, identificar o tratamento dado ?s quest?es de l?ngua, analisar como o professor utiliza o livro did?tico e verificar as rela??es entre a abordagem oficial e a pr?tica pedag?gica. A an?lise leva em conta os v?rios discursos relativos ao letramento escolar, consideradas as v?rias inst?ncias pol?tico-educacionais e did?tico-pedag?gicas que instituem o ensino da l?ngua materna onde localizamos o ensino que se deseja . No que dizem professor e alunos em suas atividades e a respeito delas a dimens?o do ensino que se faz , pressupomos encontrarem-se ind?cios dos princ?pios ou concep??es que orientam aquilo que eles entendem por l?ngua, ensino e aprendizagem. Tais ind?cios s?o considerados na inter-rela??o dos lugares enunciativos em que se promove esse letramento: as pol?ticas p?blicas voltadas para a educa??o com foco nas quest?es de l?ngua - as pesquisas acad?micas sobre tais quest?es, a forma??o e a capacita??o docentes, e as pr?prias pr?ticas escolares, na complexidade de suas intersubjetividades discursivas. Os princ?pios ou concep??es s?o perseguidos naquilo que ? dito (ou n?o) sobre o que se faz (ou n?o) na sala de aula, no trato com a l?ngua portuguesa. O corpus se constitui de textos orais e escritos produzidos em aulas de portugu?s do Ensino M?dio, numa escola p?blica da cidade do Natal. Situada no ?mbito da Lingu?stica Aplicada, a pesquisa ? conduzida numa perspectiva qualitativa e interpretativista, seguindo-se procedimentos da etnografia da comunica??o e aportes da Lingu?stica Funcional. Nas constata??es, s?o observadas concep??es de l?ngua, entre outras, al?m de representa??es e cren?as em que se diluem aspectos te?ricos e pr?ticos, pap?is profissionais, expectativas e incertezas.