Assistive digital technologies (ADTs) propose the development of strategies, methodologies and/or use of resources that promote interdisciplinarity, as well as the inclusive participation of people with disabilities. In this context, this research aimed to analyze the use of assistive digital technologies by teachers from Tangará da Serra-MT, aimed at teaching deaf students. It was a qualitative approach research, in which data were collected through the application of an online questionnaire and interview. The participants were fourteen Basic Education teachers who teach Science and Mathematics to deaf and/or hearing impaired students. The theoretical framework used was the guidelines and regulations governing inclusive teaching and the use of assistive technologies. The data analysis method used content analysis, which was categorized into three themes: I - Use of Assistive Digital Technologies; II - Teaching and personalization strategies and III - Training and perspectives. In the first category, an analysis was carried out of how teachers use assistive digital technologies in their pedagogical practices. The second category aimed to analyze the strategies and how teachers personalize teaching so that the learning process reaches deaf students. Finally, the third category investigated teachers' perceptions about the training process in relation to the use of assistive digital technologies. The results revealed that teachers, within the limits possible and despite some difficulties, are able to use some resources. They related a degree of importance to the adaptation of resources, that is, the personalization of assistive digital technologies for the teaching process of deaf students. In conclusion, the analysis of the data pointed to the lack of ongoing training for teachers, so that the use of technologies, whether digital or assistive, can in fact be used as tools that provide the teaching process for deaf students.

This study is inserted in the context of scientific fairs and exhibitions and in the practice of teachers who teach Mathematics and who guide this work in basic education. Thus, our objective is to investigate the pedagogical practices of teachers who teach Mathematics at the 11th Scientific Initiation Exhibition in Pantanal. The guiding question of the research is: what are the pedagogical practices of teachers who teach Mathematics at the 11th Scientific Initiation Exhibition in the Pantanal? From a methodological perspective, we opted for a qualitative approach with the purpose of describing the contents and themes predominant in Mathematics work and identifying the pedagogical practices of the guiding teachers at the event. To do this, we analyzed 175 pre-projects sent by these teachers. The corpus of this study consisted of 33 studies selected based on inclusion and exclusion criteria, considering titles, objectives, introduction and development that explain some direction towards Mathematics. To analyze the data, we carried out a systematization through Content Analysis, according to the approaches of Bardin (1977) and Rodrigues (2019). This process resulted in the creation of 07 Registration Units, which were interconnected through agreements and disagreements, culminating in the structuring of three Analysis Categories: (i) Financial Education and Statistics; (ii) Ethnomathematics and Practical Application of Mathematical Contents; and (iii) Mathematical Modeling and Use of Digital Technologies. Data interpretation was conducted through a dialogic process, using concepts outlined by the theoretical foundations of the research, with the aim of acquiring an in-depth understanding of the object of study. In this way, we hope that the findings of this research promote the advancement of Mathematics teaching in Basic Education, encouraging innovation and reflection on methodologies that enable a pedagogical practice that is more adjusted to the demands of students.

The objective of this research was to investigate which learning contents are identified from the writings and voices of 5th year E.F. I students when participating in activities involving the game in mathematics class. We set out as a problem question: What learning contents are identified from the voice and writing of 5th year E.F. I students when participating in activities involving the game in mathematics class? We are based on researchers such as Smole (2014), Grando (2000), who propose the use of mathematical games as teaching resources in the classroom to provide students with a learning environment both in terms of mathematical content and for the development of their skills. and skills. With regard to learning content, we are based on Zabala (1988), who classifies them into four types, factual, conceptual, procedural and attitudinal, which are related to the role of the school, which is to promote the integral education of students. To develop the research, we held conversations with teachers and read scientific articles to identify the most used games in the 5th year of elementary school. After this survey, we adapted and produced the game “Trail of Mathematical Challenges” which was made available for our research subjects to play, 16 students in the 5th year of Elementary School I, from a Municipal School located in the city of Matupá-MT. To produce the data, we used the observation records produced by the research teacher in the field notebook, applied a questionnaire and conducted interviews with the students. For the analysis, we used the already pre-defined categories, which were the learning contents, treated based on Bardin's (1997) content analysis proposal. 

Brazilian education has its origins in the training model brought by Europeans, which perpetuates itself as a colonialist tool of cultural subjugation. Thus, this research derives from the need to question the lack of visibility given to the knowledge of Amerindian peoples and to overcome the colonial legacy that permeates Brazilian schools. The research aimed to discuss the conceptions of learning present in the documents and bibliographies available about schools with different theoretical, philosophical and methodological premises and in the views expressed by educators, manifested in the organization and performance in various socio-educational spaces from different cultural contexts and the approaches and gaps between visions of learning and apprenticeship that each context presents, with a focus on Escola da Ponte, in Portugal, and indigenous communities in the state of Mato Grosso. The study, with a qualitative approach, was conducted in five phases, and used bibliographic and documentary research and ethnographic research. Initially, a bibliographical research was carried out on Escola da Ponte, as a preparation for the next stage. The second phase included participation in the public visitation program at Escola da Ponte, through which we had the opportunity to observe the dynamics of the environment, in practice. In the third phase, we studied the dissertations of graduates of the Postgraduate Program Stricto sensu Master in Teaching in an Intercultural Indigenous Context (PPGECII), from the State University of Mato Grosso “Carlos Alberto Reyes Maldonado” (UNEMAT), Barra do Bugres Campus – MT, in order to identify aspects that characterize the conceptions of indigenous teachers/researchers about learning and apprentices. The fourth phase consisted of unstructured interviews with PPGECII academics, conducted in Unit III of the aforementioned university campus, where the Program's face-to-face classes take place. We emphasize that there was no entry into indigenous territory to carry out this research. The study of the information generated was produced in the light of several authors, including Ubiratan D'Ambrosio, Paulo Freire, Rubem Alves, João Severino Filho, Adailton Alves da Silva, Rômulo Lins, Ailton Krenak, Jorge Larrosa Bondía, Michel de Certeau, among others . Finally, the research seeks to expand reflections on the appreciation of multiple learning perspectives in different educational contexts, demonstrating academic, social and cultural relevance.

Accidents and situations of discomfort with students may occasionally occur in the school environment as a result of practical and pedagogical activities carried out, in addition to the behavioral aspects of these individuals. In the school environment, professionals must be prepared to take emergency measures in the event of accidents, as well as promote actions to prevent them. Thus, in this project, the research theme is limited to the study of the perceptions of Science teachers about First Aid actions in teaching, in state schools located in the city of Barra do Bugres-MT as a didactic strategy. To this end, the objective was to understand the perception of teachers from public schools in the city of Barra do Bugres-MT about the need and importance of participating in continuing education in first aid, aiming at the prevention of accidents in schools and the correct care in case of accidents, since it is necessary to know about the harm that these can cause if the victim is handled incorrectly. The research problem is delimited, namely: what are the perceptions of Science teachers about the importance of using first aid as a teaching strategy? In the methodological aspect, the study brings together bibliographic research to dialogue with authors who worked on the theme, and presents an exploratory, field (empirical) nature, with a quantitative and qualitative approach. After a bibliographic survey and documentary analysis of Law No. 13,772/2018 and others, as well as risk maps of the school environments under analysis, data collection instruments were applied, a semi-structured questionnaire with teachers from public schools in the municipality of Barra do Bugres-MT. Teachers and sector coordinators who teach or have direct contact with students during the exercise of their work were included. The research is justified in view of the need to understand the teachers' perception of the importance of first aid actions as a teaching strategy in school. By disseminating information about first aid actions, it is possible to contribute to the prevention of accidents and injuries, and to the promotion of school health and the health of its surroundings, and the student can be a multiplier of the knowledge acquired in the school environment in his/her family life. First aid is about saving lives, and taking measures to prevent accidents is the best alternative, or acting in the most correct way possible. Law No. 13.722/2018, also known as the Lucas Law, was instituted to promote the safety and well-being of students, ensuring that there are trained personnel to act in emergency situations in schools. It also seeks to raise awareness about the importance of first aid and accident prevention in the school environment. The research indicates that teachers understand the need and importance of first aid courses in schools aimed at prevention and assistance in events, but do not feel prepared to respond in emergency situations. They also mention the importance of classes and intervention activities so that students can be prepared to provide assistance in an accident. The results demonstrate the importance of first aid actions in schools, highlighting the need for continued education, training and qualification of teachers and other school staff professionals, to provide adequate and satisfactory assistance to students who may suffer accidents.

The objective of this research was to investigate the learning gaps of 4th and 5th grade elementary school students and the planning carried out by teachers in the municipal schools of Barra do Bugres/MT in 2024 to make up for the Mathematics learning of students who entered elementary school during the COVID-19 pandemic. To achieve the research objective, we established the guiding question: How do learning gaps in Mathematics manifest themselves in 4th and 5th grade elementary school students in the municipal school network of Barra do Bugres/MT who entered during the COVID-19 pandemic period, and how does the teachers' planning carried out in 2024 consider the factors of these gaps, the challenges and formative strategies for making up for learning in Mathematics? As a theoretical basis, we conducted a Systematic Literature Review involving 25 research studies, including 22 master's dissertations and three doctoral theses that discussed the concepts of reinforcement of learning in Mathematics, recovery of learning in Mathematics and recomposition of learning in Mathematics in Elementary School. Methodologically, we conducted a field research, with a qualitative approach, through the Case Study modality. To produce the data, we used an online questionnaire in Google Forms, which was answered by 20 teachers who teach Mathematics in the 4th and 5th grades of Elementary School in the municipal schools of Barra do Bugres/MT. To analyze the data, we used Content Analysis from the perspectives of Bardin (1977), Rodrigues (2019), and Rodrigues and Brito (2025), which provided us with the definition of 16 Registration Units, which, when articulated with each other, constituted three Categories of Analysis: (i) Factors of the Learning Gap in Mathematics; (ii) Challenges and Obstacles to the Recomposition of Learning in Mathematics; (iii) Training Strategies for the Recomposition of Learning in Mathematics, which we interpreted through a dialogical movement - interlocution of the data with the concepts highlighted by the theoretical contributions of the research. The results of the research indicated that 41.4% of students in the 4th and 5th grades of the municipal network of Barra do Bugres have learning gaps in Mathematics, which were widened due to the lack of systematic learning recovery after the pandemic period, as the lack of a public policy aimed at personalized and individualized assistance to students, as well as pedagogical strategies aimed at recovery, configured the consolidation of concentric circles of learning gaps in Mathematics (without learning recovery, learning gaps will widen over the years).

 The objective of the research is: to investigate how teachers who teach Mathematics in the literacy phase conceive and develop their teaching practices from the perspective of Mathematical Literacy. The guiding question of the research is: What are the conceptions and teaching practices of teachers who teach Mathematics for the development of Mathematical Literacy in the literacy phase? We used as a theoretical basis a Systematic Literature Review (SLR) with 69 researches (Dissertations and Theses) that discussed “Mathematical Literacy from the perspective of Literacy” in the National Literacy Program at the Right Age (PNAIC). Methodologically, we conducted a field research, qualitative approach and in the participatory research modality, in order to describe, analyze and interpret the responses of teachers who teach Mathematics in the Literacy phase through the online extension course entitled: “Mathematical Literacy in/for the Literacy Phase” offered by GEPEME/UNEMAT in the year 2024. The extension course was constituted as a context for data collection through an online questionnaire in Google Forms. 125 teachers who teach Mathematics in the Literacy phase from 32 municipalities and 13 states of Brazil participated in the extension course. To analyze the data, we will use Content Analysis from the perspective of Bardin (1977), Rodrigues (2019), Rodrigues and Brito (2025), which allowed us to establish two Categories of Analysis (i) Mathematical Literacy and Assertive Teaching Practices in the Classroom, (ii) Limiting Aspects for the Development of Mathematical Literacy in the Literacy Phase, through which we carry out our interpretation through a dialogical movement - interlocution of data as concepts guided by the theoretical contributions of the research. The results of the research indicated that teachers understand Mathematical Literacy as a practice that goes beyond memorizing content, involving the use of Mathematics in meaningful contexts. The teaching practices considered assertive are associated with the use of everyday problem situations, interdisciplinarity, valuing students' prior knowledge, and alignment with the BNCC competencies. On the other hand, limiting aspects were identified, such as the prioritization of reading and writing to the detriment of Mathematics, gaps in initial teacher training, rigid curriculum, lack of pedagogical resources, overcrowded classrooms and lack of family support. These factors hinder the development of Mathematical Literacy in students during the literacy phase. In view of this, we conclude by stating that involving teachers who teach Mathematics during the literacy phase in continuing education programs is essential to broaden their concepts of Mathematics Literacy and understand how to develop assertive teaching practices in the classroom for the development of Mathematics Literacy from the first years of Elementary School.

In this research we aim to investigate pedagogical practices from the perspective of teachers who teach mathematics from the 2nd to the 5th year of elementary school in relation to the use of multiplication tables in the processes of teaching and learning Mathematics. Considering that the teaching of mathematics needs to undergo reflections and transformations in the context of the teaching practice of teachers who work in the initial years of elementary education in schools, we constitute the guiding question of the research: What are the pedagogical practices explained by teachers who teach Mathematics in elementary school 2nd to 5th year of Elementary School in relation to the use of multiplication tables in Mathematics classes? We carried out a historical and documentary contextualization (PCN and BNCC) on the teaching of multiplication tables. Methodologically, we used qualitative research in the Research-Training modality to describe, analyze and interpret the responses of teachers participating in an online extension course, which constituted the context for data collection, through two questionnaires on Google Forms. 128 teachers who teach Mathematics from 15 states in Brazil participated in the aforementioned extension course. To analyze the data, we used Content Analysis from the perspective of Bardin (1977) and Rodrigues (2019), which provided us with the configuration of three Analysis Categories – (i) Previous Pedagogical Practices of Teaching Times Tables; (ii) Current Pedagogical Practices of Teachers who Teach Times Tables in the Early Years; (iii) Didactic-Pedagogical Aspects and Possibilities for Teaching Times Tables in the Early Years, through which we carry out our interpretation through a dialogical movement – interlocution of data with concepts guided by the theoretical contributions of the research. As a result, we infer that teachers who teach Mathematics in the initial years of Elementary School need to prioritize the production of meanings and mental calculation in their pedagogical practices so that the multiplication table is used as a means for students to understand arithmetic operations and the development of multiplicative thinking, thus breaking a school tradition of teaching multiplication tables with a focus on memorization and memorization. Furthermore, the analyzes explained through the “voices” of teachers show that this Training Research contributed to reflections on past, current and future practices so that the processes of teaching and learning multiplication tables are effective and meaningful for students.

In this work we aim to present a proposal for continued training remotely for teachers who teach science, focusing on the topic of sexual education. The guiding question of this work is: Identify the perception of course teachers about the importance of continued training for teaching the topic of sexuality, as well as the challenges faced in implementing this pedagogical practice? With the general objective: To provide teachers who teach science in the final years of Elementary School with a proposal for continued training (Online Course) with themes concerning sexual education. This research was based on and used the qualitative approach with interpretative analysis proposed by Severino (2007). The proposed remote continuing education consists of six online meetings, which covered different topics related to sexual education, such as gender identity, sexual orientation, sexist violence against women and children, the menstrual cycle and its challenges, among others. Digital resources, such as texts, videos and online debates, were used to deepen the content and promote teacher reflection. An initial questionnaire and one at the end of the study were used to produce data, answered by an average of 30 participants, in addition to analyzing the participants' statements during the course. The results showed that there is a deficiency in teacher training regarding sexual education. Therefore, there is a need to improve and provide opportunities for teacher training consistent with the objectives of Sexual Education today.

During the years 2020, 2021 and 2022, the world was devastated by the pandemic caused by Covid19 and so it was necessary to adapt and reinvent new ways of working and studying. The face-to-face teaching became remote. Therefore, this study's main objective is to analyze how the teaching and learning process took place in mathematics during the pandemic period, according to reports from teachers from two public schools. This is a qualitative research ex-post-facto type - period from March 2020 to August 2021 - with descriptive and interpretive purposes. Data were collected through a focal group with 8 teachers from two public schools in the municipality of Várzea Grande – School Salim Nadaf State and Dom Bosco State School - who experienced the teaching process in the period mentioned. As a theoretical contribution I made use of authors such as D’Ambrósio (1998), Chervel (1990), Tolentino; Ferreira; Torisu (2020) among others and the guidelines – Common National Curriculum BaseBase National Common Curricular - BNCC (2018) that govern the teaching of mathematics and the use of technologies – since the teaching process during the pandemic period was restricted to use of Digital Information and Communication Technologies - TDIC’s. The results revealed that adaptation was necessary for both teachers and students since distance education was not part of their reality. It is concluded that despite the challenges, such as not knowing some tools and internet malfunction, the voices of the mathematics teachers revealed that there was a task force to create learning that would reach everyone.

In an effort to reflect on a school that respects difference, with a focus on cultural conceptions, this research proposes to investigate the determining aspects of the insertion of indigenous students in urban schools in the city of Tangará da Serra-MT. The research involves everything from the identity of the students, to the reasons that lead them to seek an education outside their community, as well as looking at the demands and possibilities perceived by these students and a historical analysis of their family members who have custody of them. To achieve this goal, we chose to work with Oral History, based on the theoretical-methodological concepts of Garnica (2001, 2004, 2006, 2010), Silva (2000); Garnica, Fernandes and Silva (2011); Rolkouski (2006); Pinto, Souza and Silva (2021); Gonzales and Reis (2019); Silva and Fillos (2020); Santos (2022). The data was produced through audio and video, in semi-structured interviews, which were transcribed and textualized. These interviews made up the corpus of the research report as a source of analysis for readers, in the form of a chapter, since each reader will be able to produce their own meaning in this cultural web. The analytical composition allows the production of narratives, with a focus on the production of historical sources, which give breadth to the scenario of indigenous peoples who attend urban schools in Tangará da Serra - MT. For the analysis, we took advantage of the conceptions of authors who deal with the themes of culture, identity, difference, Cultural Studies and who look at indigenous culture as a way of understanding its ontological, epistemological and idiosyncratic richness. It was possible to identify that the Jesuits had a decisive influence on the students' decision to leave their territory and move to the city. Like a kind of long-term connection, in which the goal of exterminating the indigenous way of being and living, desired by the Fathers, is realized in the present time. The research also identified obstacles that are difficult for students and their families to face, especially prejudice in the form of stereotyped narratives and even touching the indigenous body, which causes two movements. The first is one of revolt and resistance, and the second is the need to affirm indigenous identity. This movement is being reduced with each generation that leaves the village and enters urban spaces, such as schools. Finally, I would like to point out that the school is still incipient in terms of work that takes into account the indigenous culture of the region and values the presence of its participants in the school and in civil society, something that raises an alarm about respect and appreciation of difference as a form of conduct to be taught via school education.

The objective of this research was to investigate the feasibility of Digital Fabrication (FD) for teaching spatial geometry, using Tinkercad software and 3D Printer as main resources. This investigation follows a qualitative approach and the Data-Based Theory (TF) was used to analyze the data. The initial sample consisted of seventeen students from a 2nd grade high school class at Escola de Tempo Integral Deputado Bertoldo Freire. To collect data, an extension course entitled “Geo3Dprint: spatial geometry through Digital Fabrication, using Tinkercad software and a 3D printer” was carried out. The researcher's and students' field diaries, initial and final questionnaires with students, recording of a conversation circle, photographic records and memos written by the researcher were used as data collection instruments. Data production was carried out through initial and focused coding. Data analysis was carried out according to the constructivist approach of Charmaz (2009), in which we sought to arrive at a substantive theory emerging from the interpretation of the data. We arrived at three categories related to the memos: Category 1 (C1) Modeling in Tinkercad as a strategy for teaching spatial geometry, Category 2 (C2) Programming in Tinkercad as a strategy for teaching spatial geometry and Category 3 (C3) The combination between the software of Tinkercad 3D modeling and 3D printing in teaching spatial geometry. We carried out the classification stage in which it is compared to the memos and arrived at the explanation of FD as a pedagogical process that can contribute to the teaching of spatial geometry through Tinkercad and the 3D printer. However, this contribution only happens if teaching is interactive, in which the student is active in the learning process, working collaboratively with peers, the teacher and technologies. The teacher as a more experienced mediator or tutor and teaching approaches based on the maker culture of learning by creating.

The aim of the research was to study the process of learning Basic Arithmetic Skills in 5th grade students with learning difficulties and to answer the following research problem: How does psychopedagogical intervention, as a mediating action, enable the development of basic arithmetic skills in 5th grade students with learning difficulties? We adopted the following methodological procedures: bibliographic research with a systematic review of the literature based on the Nakagawa et al. (2017) protocol, which allowed us to obtain conceptual references from the literature on mathematics learning by students with learning difficulties and; the single case study, through the theoretical description of Yin (2001), Gil (2021), Ventura (2007) and Creswell (2014) with the application of psycho-pedagogical intervention, whose case analysis unit was a 5th grade elementary school student with learning difficulties in basic arithmetic skills. For data collection, we used: the psycho-pedagogical assessment with the application of the psycho-pedagogical anamnesis with the family, observations by the teacher-researcher, systematic observation of the student, psycho-pedagogical tests of school performance: (EOCA, TDE, Piagetian Tests, Projective Techniques and Promat Owl) and, finally, we applied psychopedagogical intervention, taking as reference: Weiss (2015), Fernandes (1990), Piaget (1975), Bossa (1992), Chamat (2008), Sampaio (2008) and the National Common Curriculum Base (BNCC, 2017). For data analysis, we used interpretative data analysis, according to Creswell (2014). Expected result: it was possible to develop the skills of the four basic arithmetic operations, the identification and use of the decimal numbering system with the application of the psycho-pedagogical intervention, being a mediating action of the construction of the learning of this student that allowed to demonstrate that through the use of the psycho-pedagogical intervention it was efficient in the initial condition of learning that the student was and after its application, it raised its level of learning of basic arithmetic skills.

This research aimed to investigate the use of manipulatives as a didactic resource for mediating the learning of basic arithmetic operations in the 5th year of elementary school by students with mathematical learning deficits , from a state school in the city of Tangará da Serra - MT. The research problem was to find out : how can the use of manipulative materials serve as a didactic strategy to mediate the learning of the four basic arithmetic operations (addition, subtraction, multiplication and division) by students with learning gaps? The study was developed using the following methods: 1 - Bibliographical research with a systematic literature review, which allowed us to contextualize and subsidize the discussion of the data using Bardin's Content Analysis (1977); 2- Documentary Research with analysis of official documentation dealing with the Learning Laboratory policy; 3 - Action Research - action research is based on an "action-reflection-action" organization, with cycles of actions involving different planning phases, such as: a) Identification of the Problem, to recognize the learning stages in which the students are positioned and identify the aptitudes and limitations of each student; b) Data Collection with a class observation diary, dialogue with the regent teacher and pedagogical team and learning verification tests; c) Qualitative analysis of the data collected. The Action Research was carried out with two 5th grade students enrolled in the Learning Laboratory with pedagogical intervention using manipulable materials such as abacus and golden material. The results showed that the use of manipulatives can be effective in mediating the learning of basic arithmetic operations in students with learning deficits, promoting socialization, concretization of concepts, visualization of operations, repetitive practices, personalization of learning and solving everyday problems. They should be used from an approach that takes into account the individual needs of the students.

This research resulted from the following question: what are the perceptions of teachers in an inclusive classroom, regarding the pedagogical strategies of the Science and Mathematics curricular components, which can contribute to the inclusive learning process, with a view to students with Autism Spectrum Disorder ( TEA), in Basic Education? Aiming to understand teachers' impasses and challenges in the practice of teaching Science and Mathematics to Basic Education students, looking at ASD and answering the guiding question, the research was structured using a qualitative approach, initially through analysis of public documents (decrees, laws, regulations, etc.), combined with a literature review on the topic; Then, a diagnostic survey was carried out using the online form on the Google Forms Platform, to capture the participants' perceptions regarding teaching students with ASD, the difficulties in practice with these students, as well as teaching strategies and their applications. in the room. The participants are teachers who work with the Science and Mathematics curricular components, in regular and specialized classrooms, for students with ASD in Basic Education, from public and private education networks in Sinop/MT. To analyze the data produced, content analysis was used, according to Bardin (2011), carrying out pre-analysis and interpretation of the data obtained, through the steps: screening, recording, organization, exploration of the material and data processing. The research can help in understanding the teaching process of students with ASD and in the teaching training of teachers who experience an inclusive classroom, in order to highlight the needs and challenges during Science and Mathematics practices developed in a regular classroom. After analyzing the data, it became clear that, even though it is a right guaranteed to students and guaranteed by law, many schools are not prepared for inclusion, which requires different adaptations and strategies. It is essential to understand the students' diagnosis, look at everyone in terms of their way of feeling and acting, assimilating their specificities with educational practices that benefit them throughout the educational process. From this perspective, it is necessary to continue studies on the subject, with the development of teaching materials, offering courses and workshops for continued training, working with pedagogical support for atypical families, with an eye back to the inclusion of the whole.

During the twentieth century, studies on the teaching of mathematics intensified, motivated by research on developmental psychology and socioconstructivist thinking. Such research has supported investigations that consider the student as an active subject in the production of knowledge and on their prior knowledge, which made it possible to reflect on the role of mathematics teaching in relation to literacy and literacy of children to live in a knowledge society, in which forming citizens involves the integral formation of the subject. Sharing this knowledge, the present research aimed to investigate the teaching contents considered by Zabala (1998) that may be present in activities using the Project-Based Learning methodology proposed by Bender (2014) developed with students of the 2nd year of elementary school I. We use the qualitative approach based on bibliographic research and its analysis is delimited to a Documentary Analysis according to Cellard (2012), which describes, investigates and interprets the primary sources that are the records of the researcher teacher and the portfolios produced by 21 students of the 2nd year of Elementary School I in the context of the Project entitled "Mathematizing the Garbage: mathematics is everywhere" developed in a public school in the municipality of Juína-MT. The research has pre-defined categories: Conceptual Content; Attitudinal Content; Procedural Content. We consider that the process of analyzing the documents and the final considerations are under construction.

This study adopts a qualitative approach using discursive textual analysis to investigate the productions of participants in a GeoGebra course, focused on Physics Mechanics, and their contribution to the development of skills proposed by the National Common Curricular Base (BNCC) for High School, from the perspective of the STEAM approach (Science, Technology, Engineering, Arts, and Mathematics). GeoGebra, a Dynamic Geometry software, is utilized as an educational tool, allowing students to interact with models and experiment with different values to intuitively grasp physical concepts. The research corpus consists of 803 productions from participants in the 17th and 18th editions of the course, analyzed using discursive textual analysis and categorized in the MaxQda software. The analysis reveals an emphasis on specific concepts of Kinematics and Dynamics, such as vectors, uniformly accelerated motion, and celestial motion. Regarding the use of GeoGebra, skills highlighted include knowledge expansion, creativity stimulation, and computational thinking development. However, difficulties were identified, including content assimilation, the impact of social inequality, and mastery of the software tools. Aspects such as limitations, objectives, and advantages vary from practical application after theory to ease of use and favoring interdisciplinary approaches. Concerning BNCC skills, specific competencies related to Mechanics are identified, with an emphasis on predictions about everyday behaviors. In the STEAM context with GeoGebra in Physics Education, different facets of integration are observed, emphasizing the importance of clarity in communication, effective use of technological resources, and interconnection of concepts across involved disciplines.

This research investigates the knowledge produced by 5th grade students at the Maria Júlia de Almeida Municipal School, Alto Araguaia - MT, based on the act of spatializing the backyard/yard of their homes. Considering that mathematics is a concern we have in relation to teaching and learning, we decided to research the backyard, which is an outdoor area, usually located at the back of a house, where people can enjoy nature, grow plants, barbecue and spend leisure time. It's a private and cozy space! With this in mind, we sought to observe how the children spatialize their backyard using mathematics. This is how we came up with the guiding question for this research: What mathematical knowledge do the children at the Maria Júlia de Almeida school produce when they relate to their backyard? Methodologically, we used a qualitative, ethnographic approach, using data collection instruments such as interview guides, conversation circles and classroom reproductions of the activities observed in the backyards and described in the interviews and conversation circles. The subjects of the research were: parents of pupils and fifth-graders at the school under investigation. To collect the data, we interviewed the students' parents individually, going house to house and observing the backyards. We collected the children's opinions using conversation circles, a dynamic that helps produce dialog and ensures that everyone has the option to speak. To analyze the data, we used interpretive analysis to understand the relationship between mathematical knowledge and practices in the backyard environment. The results showed the possibilities of producing mathematical knowledge in the most diverse interactions between children in their backyards or similar spaces. The research carried out at the Maria Júlia de Almeida School revealed that 5th grade children produce mathematical knowledge in a significant way when interacting with their backyards. Backyards are fundamental spaces for children's all-round development, offering opportunities for authentic learning and enriching experiences. We suggest carrying out activities that value local culture and promote learning through interaction with the natural environment, such as gardening workshops, outdoor storytelling and observing fauna and flora.

The objective of the research was to analyze how the theme of sexuality is described in the textbooks of the National Textbook Plan (PNLD) and in the structured material made available by the Department of Education of the State of Mato Grosso, for the 8th years of elementary school starting from Specific Competencies 5, 7 and 8, provided in the National Common Curricular Base (BNCC),   listed in the Curriculum Reference Document for Mato Grosso (DRC-MT), and thus, identify if the material meets the competencies required by the regulations. After the analyses, we raised the following question: How is the information about the Cross-Cutting Theme "Sexuality" covering Sex Education available in the textbooks and in the Structured Material provided by SEDUC-MT?  From the material investigated, we made a comparison between the textbooks of Natural Sciences of the 8th grade of elementary school and the Structured Teaching Material, increasing the possibilities of greater access and effectiveness in the teaching and learning process for students, in relation to the theme of sexuality. We intend to contribute to the construction of future didactic materials that encompass in a more comprehensive way, the sexuality of adolescents as a whole, in an attempt to reread these themes, and thus, collaborate in the access to a scientific language breaking some resistances, as well as taboos and paradigms on this theme, providing an improvement in the quality of teaching in Sex Education in schools.

This research seeks to build a study on political, administrative and pedagogical scenarios in the pandemic period of Youth and Adult Education (EJA), taking as a context the classes of the second EJA segment of the Escola Estadual Evangélica Assembleia de Deus and the relationships between teachers and students of this context, this is a research with a qualitative approach. The research emerges as the main question of this research: What are the main difficulties faced by Mathematics students and teachers in the second segment of Elementary Education for Youth and Adult Education-EJA in remote classes at the Escola Estadual Evangélica Assembleia de Deus? And what teachers' strategies are noticeable in teaching EJA, due to the COVID-19 Pandemic? The research had the general objective of analyzing which pedagogical practices were used in the years 2020 and 2021 in Mathematics classes at the Escola Estadual Evangélica Assembleia de Deus, in the Youth and Adult Teaching (EJA) modality in the classes of the second Elementary Education segment of the EJA, as well as understanding what teachers' perceptions were about remote and hybrid classes in Mathematics classes. The concepts: cognitive segregation and digital segregation, active methodologies, Remote Teaching and Hybrid Teaching in Mathematics Teaching, will be the topics of discussion to problematize and substantiate the object of study. The theoretical foundation will be based on dialogues with the theme of EJA, and the interface with Mathematics and Remote and Hybrid Education, taking Freire (1997) as a reference. The production of information was carried out through semi-structured interviews with teachers, students and school management, with the help of a script with guiding questions and audio recording of the meetings with the cell phone and anchored by Oral History. The analysis will follow as prescribed by Severino (2007) who discusses interpretive analysis. The research results indicate that, during the pandemic, both students, teachers and school management at EJA of E. E. Evangélica Assembly de Deus faced significant adaptations and challenges, mainly due to the lack of internet access and adequate equipment. Remote classes were more focused on checking activities carried out by students, omitting teaching-learning, thus revealing limitations in understanding the content without the physical presence of the teacher. Most students opted for printed materials, neglecting the need for different strategies to guarantee learning and avoid dropping out of school. Finally, a more detailed study of the resources and platforms used is proposed, with the aim of optimizing mathematics teaching in Youth and Adult Education.

This research aims to investigate the influence of training on mathematical problem-solving on the pedagogical practices of 5th-grade teachers in municipal schools of Pontes e Lacerda. In order to meet the proposed objectives, we formulated the following guiding question: How did continuous training in mathematical problem-solving impact the pedagogical practices of 5th-grade teachers? Methodologically, we adopted a qualitative approach in the Research-Formation modality, aiming to describe, analyze, and interpret the responses of teachers who participated in the 40-hour in-person training titled "Mathematical Problem-Solving for the 5th Grade of Elementary School," held in 2023. Data collection was carried out through two online questionnaires: Questionnaire 1 (https://forms.gle/nhquJcm6pULBRmjg8) and Questionnaire 2 (https://forms.gle/prerr7VPdT2X9zmX8), both completed by 28 participating teachers. For data analysis, we used Content Analysis according to the guidelines of Bardin (1977) and Rodrigues (2019), which allowed us to define 16 recording units. These units were organized into two categories of analysis: (i) Contributions of the Training: Mathematical Problem-Solving for the 5th Grade of Elementary School and (ii) Aspects and Perspectives of Mathematical Problem-Solving in the Pedagogical Practices of 5th Grade Teachers. From these categories, we performed a dialogical interpretation, comparing the data with the theoretical concepts that underpin this research.

The research is based on the premise that the school must provide adequate conditions for learning, guaranteeing not only comprehensive scientific training, but also questions about the interpersonal relationship between teachers and students.This work investigated teachers' perception of the influence of affective pedagogical activities and their relationship with learning in science and mathematics. The target audience of the research was educators, with a total of seven participating teachers, both mathematics and science at Escola Estadual Cora Coralina, in Comodoro/MT. We used online questionnaires via Google Forms and with approval from the UNEMAT Research Ethics Committee. The results indicated that pedagogical practices that integrate affectivity are seen as fundamental to overcoming learning challenges, promoting a classroom environment that values students' social and cultural differences. In addition to increasing student engagement, the affectivity in the relationship between teachers and students proved capable of developing mathematical and scientific skills, demonstrating that the continued training of teachers can strengthen these affective and educational practices. This study contributes to reflection on the importance of affectivity in education, promoting pedagogical practices that encourage learning in an inclusive and emotionally safe environment.

This research aims to analyze how digital technologies are addressed in Brazilian graduate theses and dissertations within the context of teaching creativity in Mathematics, focusing on identifying the main methodologies and strategies used to promote the development of creativity from 2015 to 2023. Therefore, the guiding question of the research is: What do academic research (dissertations and theses) involving digital technologies in the context of creativity in Mathematics, developed between 2015 and 2023 in Brazil, reveal to us? For data collection, a survey of dissertations and theses available in the CAPES database was conducted. Methodologically, we adopted a qualitative approach, in the mode of the State of Knowledge, which allows for the understanding of studies conducted on digital technologies in the context of creativity in Mathematics, in a quantified and ordered manner. The research corpus consisted of 41 studies, including 32 dissertations and 9 theses involving the aforementioned theme. For the analysis of this material, we used some concepts of Content Analysis from Bardin's perspective (1977). The analysis of the theses and dissertations shows a diversity of approaches, from the use of interactive digital tools to the integration of interdisciplinary projects that stimulate creative thinking. In addition, the National Common Curricular Base (BNCC) (2022) and more recently the BNCC Computation (2022), which are explored as regulatory frameworks and guide the inclusion of creativity in the school curriculum, highlighting the importance of computational and digital skills. Finally, this work offers a critical reflection on the challenges and opportunities for promoting creativity in the Brazilian educational context, indicating that the recommendations for the development of educational policies and pedagogical practices that foster a creative and innovative environment from the Organization for Economic Cooperation and Development (OECD) are being implemented in Brazil. The present research contributes to the advancement of studies on the teaching of creativity in Brazil, opening up perspectives for future investigations. By identifying the main trends and challenges, this work signals the need to deepen the analysis of certain aspects, such as the impact of digital technologies on promoting creativity and the relationship between creativity. In addition, it suggests the conduct of longitudinal studies that follow the development of creativity throughout students' school trajectory. It is believed that, by stimulating new research, this work will contribute to the construction of a more solid and consistent theoretical body on the subject, providing subsidies for the formulation of public policies and pedagogical practices that promote the development of creativity in Brazilian students, providing understandings and a deeper and more critical view of what has already been produced and what still needs to be explored in research (dissertations and theses) involving digital technologies in promoting creativity in mathematics.

The process of digital mediation enables diversified structures in relation to the
constituent elements of thoughts, (re)significations, learning and knowledge. In this
context, this research aimed to understand how the mathematical concepts of related
function and quadratic function are mobilized with the GeoGebra software, according to
the levels of knowledge functioning proposed by the French researcher Robert (1998)
who called this study as: Theory of Analysis of Mathematical Contents to Teach
(TACME). Thus, to reinforce the connection of teaching knowledge, instigating them to
contribute to the qualification of their formative processes and their didactic and
pedagogical knowledge, the research sought to answer the following guide question:
How the mathematical concepts of related function and quadratic function are mobilized
with the software GeoGebra, according to the levels of knowledge functioning
proposed by TACME, by a group of teachers from the State Public School Network of
the city of Denise-MT? To answer this question, we used in methodological terms
research with a qualitative approach and, regarding the procedures, classified as field
research and research-training as a method of analysis was used to induce analytical in
the Oliveira conception (2016) and would have proposed it by Robert (1998). Six
teachers from the State Public School Network, in the municipality of Denise, State of
Mato Grosso, participated in the research. For the production of data, participant
observation and production of the participants, audio recording, analysis of the applied
activities, and analysis of activity scripts (lesson plan), questionnaire related to the
proposed training were used. The training process proposed in the research occurred
through the interlocution of mathematics teaching with Digital Technologies. This
process was a redefinition of teaching practices and learning processes in mathematics
of these teachers in the classroom. It also allowed to identify which levels of
mobilization they are in, 83.33% are at the mobilized level and 16.66% are available
according to the theory of analysis of mathematical contents to be taught. It is worth
mentioning that this research was based on the perspective of the National Common
Curriculum Base (BNCC), with regard to the skills and skills that must be developed by
the students. Thus, it was verified that the transposition of knowledge by the teachers
allowed the development of the skills and abilities brought by the BNCC. In a light, the
proposed continuing education brought contributions to the strengthening of
pedagogical practices for the teaching of Mathematics with the use of Digital
Technologies in basic education schools in the municipality of Denise-MT. It also
pointed out the need to stimulate the development of activities involving problem
situations, and that promote a movement of reflection for the construction of a desirable
mathematical knowledge, with GeoGebra software.

Thinking about new teaching concepts proposes a pedagogical model that brings the process of building scientific knowledge closer to the students' reality and proposes the development of a human vision of science, technology and society. For this, searching for a training process that is coherent and adequate will act on the teachers' conceptions, favoring the learning of specific science contents. With the research, we aimed to characterize the formative process and its contributions to the pedagogical practices developed in elementary school I. Therefore, the research's guiding question is: How does the formative process with a focus on experimentation in science teaching collaborate for teaching and learning? To achieve the objective and answer the questions discussed for this work proposal, we used qualitative research. Data production took place from February to July of 2022 at the Paulo Freire Municipal School, in the municipality of Ribeirãozinho-MT. The formative process took place between the researcher and the teacher, to carry out the planning and in all phases of the research development. Weekly meetings were proposed to structure the lesson plans. We used a semi-structured questionnaire for diagnosis, which was applied to the teacher who teaches Science in the only class of the fifth year of elementary school I. We also used a field diary with notes on the activities developed and photographic/video records. The results indicate that when introducing the formative process, the teacher felt more secure in working with experimentation as a pedagogical practice and recognized that science teaching has an important role in the construction of meaningful learning, making clear the need to contemplate this practice as a fundamental to teaching. In addition, the study showed that from planned classes and leading the student to critical questioning, he became active in his learning process. Thus, this study leads to reflection on continuing education focused on science teaching, which especially values the applicability of a curricular approach strategy, which deals with research-based teaching. It is expected to contribute to teaching and learning, with the use of practices that meet the desires of Basic Education students, strengthening knowledge in favor of improving the quality of education.

The present work contemplates an investigation developed in the Stricto Sensu Graduate Program in Teaching Science and Mathematics –PPGEM, of the State University of Mato Grosso-UNEMAT, Campus of Barra do Bugres-MT. The research is justified in view of the peculiarity granted to teaching aimed at Youth and Adult Education (EJA), which is based on the repairing, equalizing and qualifying functions, thus requiring an adequate approach, and also the need for reflections, considering the reality of the school context in which, unlike other forms of basic education, it is known that most teachers did not have this theme, EJA, as a curricular component in initial training; there are rare moments of training and reflection in the school environment and there are still difficulties related to the availability of appropriate pedagogical resources. In this sense, this investigation had as its main objective to study the teaching practice, through the reports, developed in the teaching of Mathematics in Youth and Adult Education (EJA) in the municipality of Denise - MT, and as specific: to identify the main difficulties, as well as the advances and improvements found by the professors in the teaching of Mathematics, in this modality; analyze how teachers perceive and develop the teaching practice of this curricular component; verify the training needs of teachers. With a qualitative approach, the research was descriptive, data collection took place through semi-structured interviews and the analysis was anchored in Severino's Interpretive Analysis (2007). Therefore, the investigation had the participation of six teachers who worked or were working in that modality, in this curricular component, all of them female.In view of the studies, it can be concluded that the teachers did not have specific training for EJA in initial training and consider it important that such topics are addressed more frequently in the school context. The data also pointed out that issues such as the lack of appropriate didactic material and the difference in age are factors that hinder the teaching practice, however, they reported using as overcoming strategies, the adequacy of the available materials through the search and appreciation of pertinent questions. and related to the daily lives of their students. In this sense, dialogue with colleagues was an important tool for developing teaching methodologies. It can also be verified that the teachers perceive differences between the treatment offered to Regular Education and EJA, and that they have the knowledge that the teaching of Mathematics, in this modality, can contribute directly in the context of the students, in relation to the promotion of social equality, job opportunities and relationships in society. Therefore, in view of the results arising from the reports, we can conclude that the teaching practice in EJA, in the context under study, has been constituted over the lived and shared experiences and in the relationship with the students and their life trajectories. Therefore, it is believed that public policies are needed that recognize the needs of this teaching modality, that can meet its specificities, offering training, adequate teaching materials and the appreciation of the EJA professional.

The study of the relationship between the nervous system and learning in the training of Biology teachers is a necessity for teaching practice, considering that the teacher is the mediator of learning in the classroom and, therefore, the understanding of the cognitive processes involved in learning is essential for their professional practice. Thus, our objective was to analyze the Pedagogical Projects of Degree Courses in Biological Sciences/Biology, from Universities and Federal Institutes of Brazil, to identify how studies of the relationship between the nervous system and learning are included and configured in their components. curricular components, as well as the presentation of an inclusive proposal of curricular components referring to the study of the relationship between the nervous system and learning. We seek to answer the following research problem: how studies of the relationship between the nervous system and learning are included and configured in the curricula of degrees in Biological Sciences at Brazilian Universities and Federal Institutes, and what are the potentialities of the neuroscientific study of learning in training of Biology teachers? To achieve the proposed objectives, we adopted as qualitative paradigm methods Bibliographic Research with Systematic Literature Review and Document Analysis, whose sources were Pedagogical Political Projects, with the research corpus consisting of 08 PPC, 03 curricular matrices and 12 syllabi. For data analysis, we used Content Analysis, having built two categories of analysis: (I) Learning Neuroscience and (II) Learning Disorders and Difficulties and Pedagogical Intervention. The results allowed us to verify that, of the 12 disciplines analyzed, only one is mandatory. Thus, we can conclude that the study of the relationship between the nervous system and learning are insufficiently included and configured as non-mandatory in the curricula of the degrees in Biological Sciences, of the analyzed institutions. Insufficient inclusion and curricular configuration constitute a worrying factor, considering that it reduces the chances of undergraduates to develop neuroscientific knowledge that allows them to understand the neurobiological factors of human learning, considering the importance of such knowledge in pedagogical practice, to deal with developing individuals. Here, in summary, are the potentialities of the neuroscientific study of learning in the initial training of Biology teachers. We argue that it is necessary to have disciplines on the neurobiological bases of learning in undergraduate courses, so that a solid base of knowledge of the relationship between neuronal processes and learning can be built. Thus, due to the insufficiency found, we propose the inclusion of two neuroscientific disciplines in the curriculum of undergraduate degrees, namely: Neuroscience of Learning I and II.

This research is inserted in the context of academic productions of Mathematical Modeling. We aimed to investigate the academic production of dissertations and theses related to Mathematical Modeling in Early Childhood Education and in the early years of Elementary School, defended in stricto sensu graduate programs in Brazil, from 2010 to 2022. The guiding question of our research was : what do dissertations and theses reveal involving Mathematical Modeling in Early Childhood Education and in the early years of Elementary School in Brazil in the period from 2010 to 2022? In order to outline understandings regarding the objective, we carried out a bibliographical research with a qualitative approach in the modality of a meta-analysis (BICUDO, 2014). As data production procedures to constitute the research corpus, we used the consultation of dissertations and theses in the following databases: Digital Library of Theses and Dissertations (BDTD); ii) Catalog of Theses and Dissertations from the Coordination for the Improvement of Higher Education Personnel (CAPES). The research corpus consisted of 37 researches, 30 of which were master's dissertations and seven doctoral theses defended in 18 Higher Education Institutions in Brazil. To analyze the data, we will resort to Content Analysis from the perspective of Bardin (1977) and Rodrigues (2019), which provided us with the constitution of four Categories of Analysis: 1. Mathematical Modeling in Early Childhood Education; 2. Mathematical Modeling in the Formative Processes of Teachers; 3. Mathematical Modeling in the Early Years of Elementary School; 4. Mathematical Modeling in Documental or Bibliographic Research. From the categories of analysis constituted of the mapped dissertations and theses, we present some aspects - (i) Theoretical references and perspectives of Mathematical Modeling; (ii) Methodological procedures; (iii) Research objectives; (iv) Mathematical Content covered in Mathematical Modeling Activities; (v) Guiding question and the results achieved by the surveys - which are recurrent with regard to Mathematical Modeling surveys in each category of analysis. Based on the analyses, we observed an increase in research on Mathematical Modeling in Early Childhood Education and the Early Years of Elementary School in the analyzed period, in addition to identifying theoretical and methodological approaches between the perspectives of Mathematical Modeling presented in the researches investigated.

Neuroscience involves, for example, the study of neurodevelopment and human behavior; neurovegetative, neurosensorial and neuromotor functions and; cognitive functions (attention, memory, learning, emotion, language and communication). It has, therefore, an important contribution in the teaching-learning process. The objective of the research was to analyze the inclusion and curricular configuration of studies on the relationship between the central nervous system and learning in the curricula of undergraduate courses in Natural/Biological Sciences/Biology at Brazilian State Universities, as well as the potential of scientific productions on neuroscientific study of learning in the initial training of Biology teachers, and presentation of an inclusive proposal for a curricular component referring to the study of the relationship between the central nervous system and learning. The research problem was delimited, in knowing how the studies of the relationship between the Central Nervous System and Learning are included and configured in the curricula of degrees in Natural/Biological Sciences/Biology at Brazilian State Universities, and what are the potentialities of neuroscientific studies of learning in the initial training of Biology teachers? As a methodological procedure, we adopted Bibliographic Research with Systematic Bibliographic Review, to identify conceptual references and Documentary Research, whose research corpus consisted of 99 Pedagogical Curricular Projects, of which 368 disciplines had their syllabi analyzed. The collected data were treated through Content Analysis, which enabled the construction of two Analysis Categories: 1) - Learning and Learning Difficulties/Disorders in Teacher Training; 2) - Educational Neuroscience. We found that of the 99 Curricular Pedagogical Projects, only one had a discipline in which the relationship between the central nervous system and learning is established, I emphasize that the discipline presented is configured as mandatory and with 60 class hours. Therefore, we can conclude, based on the sample, that the study of the relationship between the central nervous system and learning, in general, is not included in the initial training of Professors of Biology at Brazilian State Universities. Although we identified only one inclusive curricular component of that relationship, by itself, it does not express the expected meaning, however, it is still a very timid form of inclusion. Considering the potential of these studies in initial teacher training, such as: understanding the functionality of how it behaves in the learning process, new teaching and learning strategies, contribution to the quality of teaching - pedagogical didactics and teacher qualification. Thus, it becomes essential to approach neuroscientific knowledge, to define the curriculum integrating the Neuroscience of Learning or Biology of Learning, expanding the spectrum of studies.

In this research, we seek to understand the contributions to the learning of students' financial education, in the process of producing videos with digital technology, for the VI Festival of Digital Videos and Mathematics Education. To this end, we chose to produce digital videos, with the students of the 1st year "B" class, from a public education school, located in Campo Novo do Parecis - MT. The question that directs this research is: how can the process of producing videos, for the VI Festival of Digital Videos and Mathematics Education, contribute to the learning of financial education of the students involved? The context of data production is the process of producing mathematical digital videos by high school students, using digital technology and the participation of these videos in the VI Festival of Digital Videos and Mathematics Education. The theoretical foundation is based on research that relies on video production, namely: Activity Theory; Being-Human-With-Media Construct and Being-Human-With-Media System. This work adopted the qualitative methodology, which allowed us to understand the data production process and to perceive the mathematical and knowledge production of the student involved. For data production, we used field notes, questionnaire, focus group and participant observation. In the data analysis, we used the mini-cycles of expansive transformations. The class produced four videos, which were analyzed in this research. The video production process contributed to learning when the groups constituted their system, which revealed differences in relation to what was planned, with a change in the rules that were usual. In addition, by using different technologies in production, some of which were unknown until then, it was possible to learn something new. The students were the epistemic subjects of their learning. When in groups 01, 03 and 04, we realized that at various times the students had doubts and difficulties, going in search of solutions, we observed the occurrence of Minicyclone of Expansive Transformations and classified them according to the intensity. The data indicate that the production of videos addressing financial education enabled learning moments not experienced until then by students; these students were able to think about mathematics with digital technology, leading them to understand the contents. In addition to Mathematical learning, we note that students were given the opportunity to understand the importance of teamwork, as well as the development of skills related to the use of digital technology. This project has the financial support of the Foundation for Research Support of the State of Mato Grosso – FAPEMAT.

Digital Learning Objects (DLOs) are present in the educational context, changing the way knowledge is constructed and transmitted. DLOs are an important tool to assist students in understanding concepts and chemical formulas, such as Chemical Equilibrium. Chemical Equilibrium is a fundamental topic in Chemistry education, involving the understanding of the relationship between the concentrations of reactants and products in a chemical reaction. DLOs, combined with Inquiry-Based Learning, can improve teaching by compensating for the lack of Chemistry laboratories in some schools. Given that Chemistry is a visual and experimental science, the use of DLOs in conjunction with Inquiry-Based Learning and a didactic sequence can contribute to the teaching of the content of Chemical Equilibrium, specifically the Ionic Equilibrium of water. The objective of this study is to understand the contributions of DLOs in teaching Chemical Equilibrium using the methodology of inquiry-based learning. The research method used was qualitative, employing a semi-structured interview guide, group discussions, and observations. The data was collected at "Deputado João Evaristo Curvo State School" in Jauru-MT, with the participants being 20 students from the 2nd year of high school, in the morning shift, who voluntarily participated in the study. An Investigative Didactic Sequence was developed, focusing on the theme "Chemical Equilibrium: Ionic Equilibrium in aqueous systems." The activities with the students, including planning, took approximately 30 hours. Data was collected using a semi-structured interview guide with open and closed questions, group discussions, and notes on the use of DLOs in the teaching of Chemical Equilibrium. The collected data was analyzed using an inductive method. In the inductive method, categories are created based on the units of analysis extracted from the data set. The researcher constantly compares and contrasts these units, organizing sets of similar elements based on prior knowledge. This inductive analysis process starts from specific examples to reach broader conclusions, resulting in emergent categories. The results showed that the use of DLOs, combined with Inquiry-Based Learning, provided a contribution to teaching Chemical Equilibrium. The students utilized the DLOs "Basic pH Scale" and "pH Scale" to visualize the pH of substances explored in the simulator. Through the Investigative Didactic Sequence, they were able to successfully complete the activities and provided positive feedback on the DLOs, improving their interest, learning, interaction among students, and especially their understanding of the content of Chemical Equilibrium, as observed in the interview guide. The practical investigative lesson, which involved an experiment with purple cabbage juice as a natural acid-base indicator mixed with other substances, allowed the students to perform a hands-on activity, promoting interaction among them. After mixing approximately 9 substances with the juice, they obtained different colors, each indicating the pH of the substance, from acidic to basic. They organized these containers and created a report, taking pictures with their cellphones and inserting them into the "pH Testing" DLO to obtain an approximate pH value. Their feedback was positive, as once again they were able to understand the pH of substances, a concept related to Chemical Equilibrium. In conclusion, the Investigative Didactic Sequence carried out with the DLOs was essential for the students to comprehend the content of Chemical Equilibrium. These investigative activities, simulators, and applications facilitated their teaching and learning process, even in the face of difficulties caused by the pandemic.

Historically, the appreciation of women has led to significant achievements in different areas, social, professional and family. Currently, we are experiencing a weakening of public policies aimed at women. This research, however, sought to understand how the knowledge and practices of women seed collectors are articulated in the process of identifying, selecting, storing, transporting and marketing seeds from the Xingu Seed Network in the PDS Bordolândia and how this knowledge contributes to empowerment feminine. As the focus of the research, we consider the context of the Group of women seed collectors of the PDS Bordolândia, in the municipality of Bom Jesus do Araguaia/MT and Serra Nova Dourada/MT. The theoretical references that supported the research are: Paulo Freire (1998), D'Ambrosio (2014), Geertz (1978), Caldart (2004) and Molina (2004). This research was carried out from a qualitative approach, constituting itself as an ethnographic research, since it was intended to experience the daily life of the field, follow the collections and, if allowed, collect together with them.

This research was conducted with the aim of understanding the process of mathematical learning among early years students through the use of the digital game Pokémon Live. The participants of the research were 4th-grade students from Vereador Manoel Marinheiro State School in Tangará da Serra, Mato Grosso, the current workplace of the researcher. Participants were recommended by teachers, selected based on their interest in digital technologies, and their literacy skills. Preliminary data analysis suggests that during the learning process, there were insights into understanding the game, using mathematics to solve challenges, problems, and make decisions. Data collection involved participant observation, teaching experiments, logbooks, audio, and video recordings. The chosen methodological approach was qualitative, allowing for an in-depth understanding of participants' experiences and interactions. The meetings took place weekly on April 10th, 17th, 24th, and May 8th, 2023. The analysis was grounded in activity theory, focusing on multivocality and internal contradictions that arose during participants' interactions while dealing with challenges involving problem-solving and requiring mathematical fluency or its practice. Linguistic cues indicated moments of negotiation and tension resolution, promoting the development of students' mathematical reasoning. The analysis also highlighted the influence of external factors, such as internet connection issues and the game's dynamics, as well as participants' decisions regarding opponent movements that caused tension among participants. These tensions led to a combination of students' voices, forming a comprehensive understanding culminating in mathematical calculations aimed at damaging the opponent. The results suggest that participants gradually became familiar with the game's rules and strategies, leading to the planning of strategies involving damage calculations, health points, and the use of other digital technologies, such as the mobile calculator, to verify damage and make more accurate decisions. Individual voices, interactions in pairs, and the involvement of digital technologies contributed to the construction of collective understanding. Data analysis also emphasizes the importance of using these technologies, such as the Pokémon Live game and the mobile calculator, in contributing to students' learning by engaging them and promoting the reorganization of mathematical concepts. The results highlight the significance of interaction, challenge resolution, and strategy negotiation in mathematics learning through digital games.

The goal of the research was to understand what is the meaning of the different semiotic modes, used in the production of mathematical cartoons, generated in a group of human and not human actors that participated in the VI Festival de Vídeos Digitais e Educação Matemática. This festival is a national event that happens since 2016 and until now the four analyzed videos on this research are from Bahia, Minas Gerais and Rio de Janeiro in the higher education category. In order to do it, it was used the Social Semiotics (SS) that shows high interest for meanings emerged from environments with social interactions and an epistemological view of the Humans-with-Media (HwM) system. Methodologically it was used the qualitative paradigm, in which the procedures and data production tools were, the finalists cartoon videos produced from the VI Festival de Vídeos Digitais e Educação Matemática in the higher education category and the interviews with the videos producers that were conducted online on Google Meet and Whatsapp. The analysis was based on the Humans-with-Media (HwM) aspects, the second principle of the Activity Theory the Multivocality and the Social Semiotics (SS) view concerning the multimodal approach. The results indicate that in the mathematical cartoons context, the semiotic modes are used to share mathematical concepts in a simpler way. To students, the meanings can be related to an accessible language, engagement, the understanding of complex concepts, contextualization and personalization. To teachers, the semiotic modes used in these videos can help to present the concepts in a more involving and attractive way, contributing then to the students rising interest in learning mathematics.

We aimed to study the possibilities of the use of hyperfocus of Autism Spectrum Disorder as a didactic strategy, for mediation of mathematics learning, of an autistic student, currently 09 years old, in the municipality of Juína/MT. The research problem consisted of: how to use the hyperfocus of autistic students for mediation of mathematics learning in the 3rd year of elementary school? To answer the problem, we conducted: a) Systematic Literature Review, which allowed us to contextualize and support the discussion of the data, using Bardin's Content Analysis (1977); b) Unstructured observation that allowed the identification of the student's hyperfocus and; c) Single Case study with the following data collection techniques: anamnesis with the mother, which allowed the knowledge of the historical context of the student's birth; semi-structured interview with the mother, who provided us with information regarding the student characteristics of the subject participating in the research and; psychopedagogical intervention, to identify the use of autism hyperfocus as a didactic strategy. As results of the research, we highlight: a) identification of hyperfocus in animals (farm context) and the finding that the didactic use of autistic student hyperfocus allows us to understand how it structures the seven basic mental processes for learning mathematics; b) identification, during the intervention, that the student began to establish an order for counting (serialization), because, before, he ordered the objects considering only the species (comparison), demonstrated to have constituted the process of logical ordering (sequencing), leaving no object out of his count, starting to establish a "correspondence" between the objects and counting them in sets (classification); c) we identify that the student has not yet developed processes related to "inclusion" (understanding that the last spoken word corresponds to all counted objects) and "conservation" (that the amount obtained will not change if the spatial configuration of the objects being counted is changed), however, these processes are under development; d) that in national studies, the hyperfocus of autistic people has been little studied. Therefore, we can conclude that hyperfocus can be used, in the mediation of mathematics learning, as a didactic strategy of psychopedagogical intervention, because it allows to identify the seven basic mental processes of learning mathematics, which are not perceived in the context of schooling of the autistic student.

This study aims to investigate possibilities and challenges of digital technologies in geometry teaching for the development of computational thinking in an online training for mathematics teachers. Methodologically, the research employs a qualitative approach, with an applied research nature and exploratory objective. The procedures used were Bibliographic Research, conducted through concepts of Systematic Literature Review, and Training-Research, with data production based on online pedagogical training. As instruments for the production of training data, online questionnaires and training proposals prepared by the participants were considered. Data were analyzed using qualitative metasynthesis. As a result, it is expected to give visibility to the information contained in the material prepared by the course participants, in a way that provides a reflection on the potential and challenges of digital technologies in the teaching of mathematics, specifically geometry content, under the perspective of computational thinking.

The objective of the research was to analyze the perceptions of teacher educators about the training needs, from the difficulties (limitations) faced and alternatives (advances) proposed, during remote teaching, mediated by digital technology resources (RTD), in the mathematics discipline. Elementary School I. The research problem was structured as follows: What are the training needs of pedagogue teachers on the use of digital technology resources in the remote teaching of mathematics, in state schools located in the Municipality of Tangará da Serra-MT? Hypothetically, we can say that, during the pandemic period (2020-2021), pedagogue teachers from state schools located in the municipality of Tangará da Serra-MT faced difficulties (limitations) and proposed alternatives (advances) for the use of RTD in teaching math remote, which indicate in-service training needs. Field research was adopted as an empirical method of investigation using a Structured Interview applied to the universe of 55 pedagogues, with a return of 21 responses (sample). The collected data were analyzed using Content Analysis (BARDIN, 2016; RODRIGUES, 2016; 2019). They were used as conceptual references on the analysis of training needs (RODRIGUES E ESTEVES, 1993), specificity of single-teaching (LIBÂNEO, 2007; TARDIF, 2000; MORAN, 2007, FREIRE, 1996; 2001; GHIRALDELLI JR, 2003); and digital technology in teaching (KENSKY, 1998; 2012; PALFREY, GASSER, 2011). As a result, the research data allowed: a) - to build three categories of analysis: Lack of training and motivation to use RTD in EM in the initial years of EF; Operating requirements in Remote Teaching; The teaching view on the social context where the educational process mediated by digital technological resources occurs: the digital student exclusion. b) - Identification of the difficulties faced: Lack of physical contact characteristic of the early years; lack of initial and in-service training on RTD use; Inadequate infrastructure for pedagogical work in the early years; Lack of access to RTDs by students; Lack of specific time for teaching work; Contrast with the availability of student access time to the RTD; Expansion of the teaching workload; Difficulty in exemplifying the construction of conceptual schemes of EM in a concrete way. and; c) – Identification of proposed alternatives: Strengthening of professional bonds for mutual support; Investment in technical qualification; In-service training articulating theory and practice; Innovation in pedagogical practice using motivational themes, games and interactive videos to support the development of EM; Apostille of material for students without RTD; Compatibility of teaching time with family time. The data allowed us to conclude by validating the hypothesis presented to the research problem and that there is evidence that teacher pedagogue lacks formative intervention and public policies on the implementation of the use of RTD in EF1, to promote the teaching and learning of mathematics.

 This research is linked to the project “Information and Communication Technologies in Distance Education: vodcasts and screncasts in the Physics Degree”. Knowing that videos are a technology that is impregnated in society and that their use in the educational environment is recurrent mainly in Distance Education, this research aims to understand how the different semiotic modes are articulated in the videos of the Mathematics subjects of the course. Degree in Physics at a distance from UAB/UNEMAT. The data used here were produced from the Virtual Learning Environment (MOODLE) of the Distance Learning Physics Degree Course offered by the State University of Mato Grosso – UNEMAT in partnership with the Open University of Brazil – UAB, Barra do Bugres pole - MT . The methodological approach adopted in this research was qualitative, considering that it is concerned with deepening understanding and not with numerical representation. To support this study, we anchored in Multimodality trimmed in the assumptions of Social Semiotics. The partial results indicate that the mathematical content videos of the Distance Learning Degree Course in Physics are produced in different formats articulating different semiotic modes, which makes them a multimodal material, and also points out that this combination of semiotic modes enhances the production of meaning and consequently learning math.

In the context of education, Digital Technologies can provide many opportunities to expand the possibilities of teaching strategies through more dynamic, creative and autonomy-generating teaching and learning processes. In this context, this study aimed to evaluate the technical and pedagogical dimensions of AnReQuim for high school students, seeking to discuss the potential benefits and limitations of this application in the context of teaching and learning processes in chemistry. The study was conducted with a qualitative, exploratory approach and, as methodological procedures of data production and analysis, it was participatory research, carried out through teaching experiments. Due to the Covid-19 pandemic, the research was conducted remotely, using video conferencing. The data collection and production instruments used were: individual questionnaires, group discussions, observations, and audiovisual recordings. Data analysis was performed by groupings based on three dimensions and the respective aspects that emerged from the analyses. The students' notes and considerations regarding the aspects of the technical dimension were positive, asserting that the application is easy and simple to use. In addition, students highlighted that AnReQuim can be used at any time and place without the need for an internet connection. In relation to the aspects of the pedagogical and specific dimensions of chemistry, students' perception assessments were also positive. In the evaluation of the students, AnReQuim presents clarity in its contents and this aspect enables students to understand and retain topics addressed. The way in which the chemical equations are arranged in the AnReQuim activities facilitated their resolution. Another feature highlighted was feedback being immediate and instantaneous, interactive and objective. The results suggest that these aspects motivated students to carry out the activities. This was evidenced by the resourcefulness and willingness of the students during the activities and in the student feedback obtained. The results indicate a favorable evaluation of AnReQuim as a digital teaching resource. Finally, based on the evaluation of students, AnReQuim showed potential as a digital resource for teaching Chemistry, considering that it was attractive to students during activities. Additionally, it enables the student to be protagonists of the process and, as a result, can favor learning and knowledge mobilization.

In the present research, we aim to investigate and analyze academic research (dissertations and theses) related to the Teaching and Learning of Statistics produced by graduate programs in Brazil, from 2000 to 2021. In this way, the guiding question of the research is: What do academic research (dissertations and theses) reveal to us involving the Teaching and Learning of Statistics developed in the period from 2000 to 2021 in Brazil? For data collection, we carried out a survey of dissertations and theses published in the following databases: Coordination for the Improvement of Higher Education Personnel (CAPES), Digital Library of Theses and Dissertations (BDTD) and Professional Master's in Mathematics in the National Network ( PROFMAT). Methodologically, we carried out a qualitative approach, in the modality of the “State of Knowledge”, which makes it possible to understand the studies carried out on the Teaching and Learning of Statistics, in a quantified and ordered way. The Research Corpus consisted of 429 studies, 372 of which were dissertations and 57 theses involving the aforementioned theme. For the analysis of this material, we used some concepts of Content Analysis from the perspective of Bardin (1977) and Rodrigues (2019). From the survey and the process of coding the raw data, it led us to the definition of 22 Thematic Axes, which were constituted based on the clouds of words elaborated from the titles of the researches and the keywords. After coding the works according to the thematic axes, we sought to establish articulations between them for the constitution of six Analysis Categories: 1. Teaching and Learning of Statistics in Basic Education; 2. Teacher Training Processes and the Teaching and Learning of Statistics; 3. Teaching and Learning of Statistics in the theoretical-methodological context; 4. Teaching and Learning of Statistics and their Disciplinary and Interdisciplinary Interrelationships; 5. Methodological Approaches to the Teaching and Learning of Statistics; 6. Concepts involving Statistical Education. Next, we carry out the systematization and interpretative analysis through the alignment between the objectives of the research belonging to each of the six categories of analysis configured in the present State of Knowledge, which provided us with understandings and a more in-depth and critical view of what has already been produced and what still needs to be explored in research (dissertations and theses) involving the teaching and learning processes of Statistics in Brazil.

The use of Digital Technologies (DT) as didactic resources has been frequently discussed in the most diverse educational spaces, with the teacher having an important role in this process. Given this context, the present research aimed to understand the contributions and challenges inherent in the process of using DT as a pedagogical resource for science teaching. The research sought to answer the following question that guided the construction of this work: What are the contributions and challenges inherent to the process of using digital technologies as a pedagogical resource by teachers who teach science? The search process for the achievement of the objective and for the answers to that question, took place within the scope of a continuing training in the molds of a research-training, offered to a group of 11 teachers who teach science at a municipal public school in Barra do Bugres-MT. It was the formative moments that enabled the production and collection of data that subsidized the construction of this work, whose adopted method was the qualitative one. The collection instruments adopted were: questionnaire application, conversation circle and observation recorded through notes and recordings of the meetings held, these took place in person and virtually through the google meet platform. As a methodology for data analysis, the inductive method was adopted, with categorization that emerged from the discussions on the topic addressed. Discussions about the research theme gave rise to three categories of analysis that enabled the analysis of participants' perceptions regarding continuing education for the use of DT as a pedagogical resource; use of DT in the teaching practice, and on the integration of DT to the science teaching process, through the use of ODA as a resource to favor the teaching and learning processes. The results obtained in this process indicate that, regarding the contributions of DT to teaching, the participants realize that they not only can, but should be considered as pedagogical resources with potential to be explored and experienced in the classroom by teachers and students. Regarding the challenges faced by these professionals in the process of using DT, the participants point to a group of aspects that involve the feasibility of training actions aimed at training teachers to use DT in the classroom; individual difficulties in seeking independent training; and and development of skills that allow them to keep up with the technological level of students. The results also point to the inluence and importance that continuing education exerts in the process of teachers' professional development.

The research deals with the process of teacher training in the Project of Full Split Degrees - PLPP, developed in Barra do Bugres - MT, in the period from 1994 to 1999. The research aimed to investigate how the training occurred in the view of the graduate students of the mathematics course and how the process of training in service interfered in the teaching practice of these teachers in the classroom. As a direction, it was necessary to ask: What was the course in the view of the teacher students graduates? How did the in-service training process interfere in teaching practice in the classroom? The data were collected from oral statements, bringing to the discussions of training of mathematics teachers the experiences experienced by these teachers, who already had classroom experience and who, together with practice, did their undergraduate training. The work was theoretically based on authors such as: D'Ambrosio (1996), Freitas (2005), Fiorentini (2008), Tardif (2014), among others. The research is based on a qualitative perspective, anchored in oral History and documentary analysis. The study can contribute to the process of discussing teacher education in different aspects and dimensions.

The open market space is of paramount importance for the survival of a population, due to the commercialization of products from the cultivation of the land, as well as for the prevalence of family entrepreneurship, favoring the socialization of cultures and knowledge shared with the population. However, the valorization of the work developed by the marketers is unconventional among urban populations. In discussions about the learning of children, or any human being, we agree with Severino-Filho and Silva (2019) where they state that the school is just one of the socio-educational spaces inhabited by the child, in a very short period of their routine. Outside the school, this student inhabits a plurality of spaces, where he learns and practices the knowledge necessary for each one. Under these conditions, we raise the question: Do I really know the social contexts where my students live, learn and practice different types of knowledge, to organize my classes in a way that leads them to learn school knowledge that dialogues with their knowledge? This study aimed to describe, with density, the historical-cultural knowledge of the marketers of Tangará da Serra - MT, their cultural practices and the influences on the city's routine, interpreting the fair and the context of the marketers' family as a socio-educational space, where the market vendors, along with their children and grandchildren, produce knowledge that is significant for life. The methodological basis is qualitative research, dealing with ethnography (GEERTZ, 2008, 2014, 2018) for the analysis and treatment of information. The production of information took place from the immersion in the socio-educational space (SILVA E SEVERINO-FILHO, 2017), at the Rural Producer's Fair in the city, observing the context in which these subjects are involved and analyzing the knowledge and the production of collective memories. that give meaning to their cultural practice.

The present dissertation aims to constitute a study on different aspects of the dynamics of the cultural encounter, from the perspective of indigenous families who migrated to the city, identifying the process of their adaptation to urban life and that of their children at school. In this context, the question that guided this research was: How do students and indigenous families, faced with the migration process in the cultural and social urban context, seek to adapt in the city, in the neighborhood and in the school environment? With this, we describe the reasons that led indigenous families to migrate to the city and understand, in the view of indigenous and non-indigenous people, how the multicultural encounter, the reception and the characteristics of the relationships established between them happen. We observe the way of life of indigenous families in the city and their children in schools and, thus, we also understand the multicultural relations between the different subjects of the school community, in the view of the indigenous student, the teacher and the server. We researched, in the classroom and within the family, the school development of indigenous students and their socialization with non-indigenous colleagues. Our theoretical foundation was based on the works of D'Ambrosio (2005, 2016, 2020), Severino-Filho (2015), Pimentel (2012), Freire (2021), Fonseca (2020), among other readings that supported the discussions about the theme. It is hoped that this study will contribute as a source of information to education professionals, since the presence of indigenous students in schools in Matupá is a reality, and cannot be ignored. The school needs to adapt to meet the multiculturalism, considering each peculiarity of the students. In view of this, this work will be able to encourage the creation of public policies, having a look towards these students who need opportunities, support and recognition that they are students like the others in the city, however, with other needs. Thus, we hope that the government can open paths for these children and young people to have opportunities to move forward with their choices and decisions about the places they want to live.

The objective of this research was to study the lag of mathematical learning of students of the 5th grade of elementary school of a State School, chosen as the locus of the research, located in the municipality of Barra do Bugres - Mato Grosso, diagnosing the basic skills of mathematics built and not built among the students of the 5th year. To remain in the focus of the research, we elaborated some fundamental questions during the selection of academic papers: a) Are there studies that address the lag of mathematical learning in elementary school? b) Who are the authors, the title, the objective, the methods, the keywords of studies that address mathematical learning in elementary school? c) Do the studies deal with pedagogical interventions in mathematics in the 5th year of elementary school? We used as methods the bibliographic analysis with Systematic Literature Review (hereinafter RSL), based on works such as: Theses, dissertations and monographs most current produced between the period 2015 to 2020 and an exploratory study with diagnostic evaluation of mathematical learning applied to 38 students of the 5th grade of a state school unit. The evaluation data were treated quantitatively with the use of percentage, transforming them into an arithmetic mean with the sum of the average percentage of correct answers and errors of each of the ten questions posed in the evaluation. As a statistical overview, we have the following percentages, correct answers: 72.106 % and errors: 27.894 %. The research problem consisted of identifying the mathematical learning lags of 5th grade students. As a result, the RSL strategies allowed the identification of 14,570 results, of which – from the reading of titles, abstracts and other sections – 10 studies that were included and analyzed were considered potentially relevant, including one (01) final course assignment, eight (08) master's dissertations and one (01) doctoral thesis. The filtered studies show that it is possible to consolidate the required skills through the use of technological digital resources, games, contextualized learning, playful teaching and everyday life, comprehension of mathematical language, parallel recovery Investigation of phenomena (singularity of the student); Focus on mathematical ability, improvement in the qualification of teachers and structure of schools among them and, finally, the contextualized educational activity, which is meaningful learning, according to Ausubel (1963, p. 58).

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Biology Teaching in High Schools presents teaching practices that involve, among other methodologies, practical classes, which can be developed in laboratories, as well as outside them. As for the development of practical classes, in this research we have the following guiding question: how teachers with a degree in Biology, who teach in high schools in the city of Cáceres-MT, developed practical activities during remote teaching due to the Covid-19 Pandemic. Therefore, the aim of this study was to investigate how the practical activities of Biology occurred in high schools, during the remote teaching resulting from the Covid-19 Pandemic, specifically in the mato-grossense municipality of Cáceres. The methodology of qualitative research approach, with semi-structured interviews, had the participation of three effective biology teachers from the State School Network and graduates of UNEMAT. The moments of conversation were previously scheduled and occurred in person following the orientations of social distancing, using a script with guiding questions and a cellular device for audio recording. Data analysis occurred from the perspective of Severino (2007) with the interpretative analysis, anchored by alberti's oral history (2004). Through the teachers' reports, we identified as teaching practices, practical classes developed in the school's own laboratories and borrowed from UNEMAT, as well as field visits and collection of small insects for insect production.

This research is part of the context of curriculum materials and the continuing education of teachers who teach Mathematics in the early years. In which we aim to investigate the way in which teachers who teach Mathematics in the early years of Elementary School in the municipality of Lucas do Rio Verde/MT are using in their pedagogical practice the curricular materials (didactic notebooks) elaborated within the scope of continuing education involving skills and BNCC skills. Therefore, the guiding question of the research is: How are the teachers who teach Mathematics in the early years of Elementary School in the municipality of Lucas do Rio Verde/MT are using in their pedagogical practice the curricular materials (didactic notebooks) produced within the scope of the continuing education involving the skills and abilities of the BNCC? To understand our research object, we use as theoretical foundation aspects related to the Continuing Education of Mathematics teachers, Curricular Materials, and the official documents BNCC (2018) and DRC/LRV (2019). Aiming to delineate understandings about the research objective, we used a qualitative approach to describe and interpret the research data. As data production procedures to constitute the research corpus, we used questionnaires sent to teachers who teach Mathematics in the early years, who participated in the continuing education that took place in 2020 in partnership with the Universidad do Estado de Mato Grosso (UNEMAT), through of the Study and Research Group on Mathematics Education in Schools (GEPEME). To analyze the data, we used Content Analysis from the perspective of Bardin (1977) and Rodrigues (2019), which provided us with the constitution of four Analysis Categories called: (I) production of Mathematics curriculum materials in a training process continued; (II) protagonist of teachers who teach Mathematics in the production of curriculum materials; (iii) collaborative work of teachers who teach Mathematics in the development of curriculum materials; (iv) possibilities of curriculum materials in the context of BNCC and DRC in the pedagogical practice of teachers who teach Mathematics. We performed the interpretative analysis through a dialogic movement - interlocution of data with the concepts based on the theoretical contributions of the research - to provide us with understanding of the investigated object. Therefore, we conclude that the curriculum materials developed in the continuing education process contributed in different ways in the pandemic period, and continue to be used by teachers who teach Mathematics in the early years in the return to face-to-face classes.

The processes of teaching and learning mathematical knowledge in the field of Youth and Adult Education (EJA) have become an object of interest and study, given the concerns of teachers and researchers in adapting and effecting the pedagogical work in Mathematics in line with the sociocultural characteristics of the students of this modality of Basic Education. Thus, the research consists of identifying, through the teachers' statements, the knowledge about the Education of Young people and adults, and their teaching practices through the experience in codiano at the CSED October 15. From this, we formulate the following guiding question: What practices are the mathematics teaching practices built in the daily life of Youth and Adult Education (EJA) in the municipality of Barra do Bugres? With this, the objective of study (re)construir the history of the constitution of educational policies, specifically those that concern the Modality EJA and the teaching of mathematics in the extinct Center for Youth and Adult Education (JaSC) October 15 of the municipality of Barra do Bugres. The methodology of qualitative research approach, with interviews and prescription of speeches. To make up the group of participating subjects, we considered a group of mathematical professors and pedagogues of the ESDA 15 of October, in Barra do Bugres. The participation of the teachers was totally voluntary, and there was no kind of embarrassment due to the withdrawal in the course of data collection. Data analysis occurred from the perspective of Severino (2007) with the interpretative analysis, anchored by alberti's oral history (2004).

This research is inserted in the field of Mathematical Education, more specifically in the scope of the Formation of Mathematics Teachers In this research we aim to Understand how the Discipline of Educational Psychology is made explicit in the Pedagogical Projects of the Mathematics Degree Courses in Brazil. In addition, we want to: (i) List the main approaches to the subject of Educational Psychology contributes to the Initial Formation of Mathematics Teachers in Brazil; as well as to identify in the curricular matrix menus contained in the pedagogical projects of undergraduate courses in Mathematics in Brazil, how the discipline of Educational Psychology is structured. In order to contemplate the objectives, we defined the following guiding question: What are the students' knowledge and their characteristics listed by the Discipline of Educational Psychology in the Mathematics Degree courses in Brazil? We adopted the assumptions of qualitative research in the documentary modality, being the corpus of the research 235 PPCs of Mathematics Degree, in which, we will analyze their menus, to direct the analysis of the data, we resort to Content Analysis in the perspective of Bardin (1977) and Rodrigues (2019), which enabled us to create three Analysis Categories: (i) Psychology as Science, (ii) Educational Psychology and (iii) Psychology and Pedagogical Practices in the Teaching of Mathematics. These three Categories of Analysis represent the synthesis of the meanings, by which we interpret through a dialogical movement - interlocution of data with the concepts guided by the theoretical contributions of the research, to provide us with understandings of the investigated object. We use the bases of knowledge as a theoretical reference. for the teaching proposed in Shulman (1986), to identify themes that are related to Mathematics Education and the Initial Formation of Mathematics teachers and also, researches that specifically address aspects of the Psychology Discipline in Mathematics Licentiates.

The research general aim was to develop and evaluate a Digital Learning Object (DLO) about Numerical Sequences for Android and IOS smartphones. In order to reach our aim we try to know how the Digital Learning Object/Application INTROSEQ uses, possibilities and limitations may contribute in Numerical Sequences Teaching for high school first grader. We introduce our theorical aspects for Numerical Sequences Teaching based on Brazilian curricular documents, mainly those studied in BNCC. We also brougth up discussions based on curriculum researches and Digital Learning Objects with its uses in smartphones as well as its evaluations. To develop INTROSEQ application we use Design Methodology studied in Lobäch’s Methodology and observed in his 4 design phases. We brougth up a qualitative approach in our DLO evaluation using data triangulation in the last phase of Lobäch’s Model and adopting the Teaching Experiment as a methodological procedure. Five  mathematics teachers from Tangará da Serra, state o Mato Grosso participated via Google Meet platform to do the former procedure. The instruments for data production were a research form, semi-structured and structured questionnaires, audiovisual records and observations during the Experiment Teaching. The research results sugest that the DLO/Application INTROSEQ potentialities meet the user approach and might be used in the Numerical Sequences Teaching whith some restrictions when its functionalities depends on the internet.

In the context of contemporary teaching and learning it is necessary to insert the student as the protagonist of the educational process and the use of various pedagogical resources and teaching methodologies. In this sense, this research aimed to evaluate the digital learning object QuiLegAl in the perception of higher education students, through an active method. The evaluation of QuiLegAl was carried out with the approach of the contents of chemical links and chemical reactions in the classroom using the inverted classroom methodology. The production of the data was done through questionnaires, conversation wheel and observation. These data were categorized and analyzed by discursive textual analysis. In this process, similar units of meaning were gathered, generating and identifying three categories of analysis, namely: 1) The QuiLegAl application as a didactic resource builder and mobilizer of knowledge in chemistry; 2) The QuiLegAl application as a developer of the use of digital technologies in the teaching of chemistry; 3) The QuiLegAl application as a didactic resource promote teaching and learning through active methods. The categories emerged through the reports obtained in the research, where most students made critical and relevant observations about the application, bringing versions that link the use of digital technologies in the field of chemical learning, in the search and promotion of autonomous and reflective activities, as well as great interaction in the proposed activities bringing it as an influence of cooperative activities. In the study and evaluation of QuiLegAl, a digital learning object mobilizing the instigation of chemical knowledge in the teaching process was observed, and therefore the changes that were observed necessary for the best quality of this object will be carried out, but that in relation to the positive points are minimal, reinforcing the possibility of developing pedagogical and simulation activities with the application in question.

This work aims to understand the implications of the use of Digital Technologies in a pedagogical training carried out through Online Distance Education (EAD Online), with Mathematics teachers in Basic Education. In this sense, the implications arise pointing out the possibilities and challenges, as well as alternatives for the use of digital technologies in the training process of teachers, leading them to manage the functionalities that can be used in the teaching of mathematics. Methodologically, the research employs a qualitative approach, with applied nature and exploratory objectives. The procedures used were Bibliographic Research, with concepts of Systematic Literature Review, and Research-Training, with online pedagogical training, structured as a 30-hour extension course, with the participation of 50 mathematics teachers. Data analysis was performed using Qualitative Metasynthesis and, to reinforce the reliability of the data, triangulation was used involving the data obtained in the works included in the systematic review, the data produced in the training research and the data collected through an online questionnaire applied at the end of the course. Regarding the results of the systematic review, the searches carried out in national and international databases, namely the Capes Theses and Dissertations Database, the Scielo Platform and Mathematics Teaching Journals, with Qualis A1, published in the last ten years, identified six works. As for the results of the training research, it was possible to organize three categories that were discussed in order to characterize the important aspects in response to our research question, namely: Digital Technologies in Teacher Education; Teaching Methodologies in Training Courses; Possibilities and Challenges of using Digital Technologies for Teaching Mathematics. The results show that it is extremely important to think about online teacher training integrating digital technologies, which unite people from different places in a process of knowledge construction and exchange of experiences that provide a reflective look at pedagogical practices. Given the challenges presented in the context of this work, it is worth emphasizing that there is no way to reach a single and ideal training model, but rather to point out ways in which more possibilities than challenges are found.

Advances in Digital Technologies (DT) are part of everyday life in contemporary society, reach the most varied age groups and social class, contribute to the communication and interaction of people in different fields of knowledge and directly influence the area of Education. The inclusion of People with Disabilities (PwD) follows this evolution and reaches the pedagogical practices about Assistive Technologies (AT). For deaf students, it is recommended that inclusion is mediated by the Brazilian Sign Language (Libras), as it is believed to enable the use of technological tools that involve all students in an interactive and attractive way in learning. In this sense, this research aimed to develop a product (mobile application) for teaching the contents of the Physics curriculum component as a didactic-technological tool for deaf students and hearing students entering high school. Thus, the question formulated for this research was: how the use of a mobile application developed (F-Libras), from the perspective of Inclusive Education for the Deaf, can contribute to the understanding of contents in the teaching of Physics for deaf and hearing students who enter high school? Qualitative in nature, the research had as its initial procedure to carry out searches for academic and scientific works on the Journal Portal of the Coordination for the Improvement of Higher Education Personnel (CAPES) and for applications in the Google Play Store store that related the teaching of Physics to deaf people in the period from 2014 to 2019, a moment of strong technological expansion. It was also verified in Physics Textbooks (DL) what is the lack of inclusive adaptations for the deaf. Thus, we developed a mobile application for the Android platform, with a Physics glossary in Libras, through the IDE Android Studio with the Kotlin Language. A humanoid avatar with the physical characteristics suggested by the deaf community of the Municipal Center for Special Education of Tangará da Serra/MT, interprets the terms in Libras. The term interpretation animations were performed with the contribution of a Sign Language Interpreter (TILS) and animated by applying the Blender program with the created avatar. After creating the prototype, semi-structured interviews were conducted via Google Meet, with five Physics teachers and six TILS who work in the public education network in the municipalities of Tangará da Serra and Nova Mutum in the state of Mato Grosso. Data processing was carried out by the process of grouping information and the characteristics of content analysis. From this, different categories of analysis emerged, which enable the use of the F-Libras application as a didactic-technological instrument in the teaching of Physics. For the theoretical basis, we resorted to the works of several authors that corroborated with studies of this kind, aimed at other curricular components. The results of the analysis indicate the F-Libras didactic-technological instrument as innovative, modern, easy to handle and install. Some features such as clean and clear signs, with perfect hand movements and configurations, the possibility of providing support for scientific terms in Libras and promoting the dissemination of these signs are scored by TILS. Physics teachers highlighted the relevance of F-Libras for the curricular component of Physics, considering there is a lack of materials and/or tools aimed at this teaching area and also, which encompass Inclusive Education for the deaf. The description of physical phenomena in L1 and L2 with the translation into Libras enable the learning interaction of deaf and hearing people, inside and outside the classroom, in the perception of teachers. The data showed that Physics and TILS teachers demonstrated that the use of the F-Libras application as a didactic-technological tool can be an ally in the teaching of Physics, both for deaf and hearing students (learning interaction) and for Physics teachers (approximation with the deaf student's language) and TILS (support for scientific terms in Libras). Finally, we hope that this work can contribute and inspire new productions of didactic-technological instruments in different stages and areas of teaching, surrounded by a quality Inclusive Education that contemplates both audiences (hearing and deaf).

The use of technological tools has been important as an aid tool, aiming to facilitate the teaching-learning process. Therefore, the objective of this research was to evaluate the use of an augmented reality application to be used in the teaching of partial derivative topics in the Computer Science course at the State University of Mato Grosso. It is a qualitative research of an applied nature, with an exploratory objective and experimental research procedure. The application was developed from the requirements survey, based on UML diagrams, using adaptation of agile software development methodologies, such as XP and Scrum. For evaluating the application, four exercises were carried out, which contained a QR-code, which when recognized by the application, displays on the mobile screen the options related to the exercise in question. Although the research had as an elementary characteristic the use of technology, the content presented in the application, even if not systematically arranged, can serve as a didactic resource. The context of data production took place at the State University of Mato Grosso, campus Dep. Est. Renê Barbour, in the municipality of Barra do Bugres, the participating subjects were teachers who teach subjects that address the content of Derivatives. After using the application, a structured questionnaire was applied to assess the possibility of yours in the classroom. As a result, we sought to contribute to improving the perception of content, as tools with augmented reality technology can assist in the knowledge acquisition process, by allowing visualization and interaction with elements representative of the disciplinary contents. The theoretical foundation is based on Marc Prensky, who proposes that educators should teach both Legacy content (reading, writing, logical reasoning) and the Future (large-scale, digital and technological content) in the language of Digital Natives. As a result, it was analyzed in order to assess the potential and limitations of using the application in the class, allowing teachers, and in the future students, to use a resource that can help them have a better understanding of the content, in addition to encouraging students. educators to use a teaching language compatible with this new generation of students.

This work is an investigation about the ethnomathematical knowledge experienced and understood by students who live in two neighborhoods belonging to the community where the Ignácio Schevinski Filho school is inserted, in an attempt to provide a set of reflections on the school/community relationship, from the identification and description of the different socio-educational spaces produced by the community of residents of the São Domingos and São Mateus neighborhoods, the scenarios inhabited by the students of the Ignácio Schevinski Filho school, in the city of Sorriso-MT, in the search for a dialogue between school knowledge and non-school children. It is a qualitative investigation within the Ethnomathematics program discussed by D'Ambrosio (1990, 2005, 2007, 2019), in the defense that in the development of the human being throughout evolution, the human species is identified with the acquisition of behavioral styles and knowledge to survive and transcend in the different environments it occupies, addressing the experiences of social groups in the inhabited spaces discussed by Certeau (2012). The information was produced through observations, conversations, interviews, audio recordings and videos in moments experienced in the houses, streets and squares of the neighborhoods where the students live. We seek in ethnography the concern with the meaning that the actions and events have for the people or groups studied. These meanings can be dispensed with through language or actions, as people use complex systems of meanings to organize their behavior and understand their own way of understanding and understanding each other, giving meaning to the way they live. The reflections we were able to make in the face of an established global pandemic, is that education has been affected in the way of teaching and learning, and that places of learning go beyond the walls of schools. With a stance based on ethnomathematics, we guarantee the importance of the community, seeking to connect mathematics or other sciences with the cultural, social, political and philosophical context of social groups.

The present work approaches an investigation about “Ethnoscience” in the rites and Hetohokỹ ceremonies of the Inỹ-Karajá people of the Krehawã village, São Domingos Indigenous Territory, located three kilometers from the Municipality of Luciara - MT. In this work was pursued to understand the process of constitution, systematization and diffusion of ethnoscience from the celebration of the Hetohokỹ ritual of this people. The methodological approach was based on the Ethnomathematics of the D'Ambrosiana perspective, which transdisciplinarily dialogues with different areas of knowledge. To achieve this, the investigation was of an ethnographic study, in a qualitative approach, using participant observation, instrumentalized by the fieldwork notebook, by audio recordings, photographs and by the conviviality with the Inỹ-Karajá people. The elders have the knowledge of the rituals practiced by these people. However, over time, the younger ones began to know the knowledge of the culture of the non-indigenous, that is, the external knowledge, even before they knew the knowledge and cultural practices of their people, and these are supports for the most varied forms of cultural manifestations. With time, as the elders die, consequently, a lot of knowledge and practices are no longer passed on to young people. Such knowledge is present in the Krehawã community thanks to some elders and young leaders who are concerned with the dissemination of knowledge about rituals. The results obtained with the research, based on the ethnoscientific knowledge present in the Hetohokỹ ritual, which are passed on by the elders to the youngest, contributed to highlight the knowledge and practices of the Inỹ-Karajá people of the Krehawã indigenous community. Thus, we collaborate with the indigenous school in order to systematize the knowledge and practices that can provide a basis for the elaboration of contextualized cultural pedagogical activities in order to strengthen and disseminate cultural knowledge from the community.

This work aims to investigate the pedagogical practices related to the teaching of mathematics to basic education students with Autism Spectrum Disorder (ASD), mediated by the use of digital technologies from an online training. The research methodology adopted has a qualitative approach and is characterized as applied nature and exploratory objective. As procedures were used the Bibliographic Research, conducted by concepts of Systematic Literature Review on works published in the period from 2009 to 2019, and a pedagogical training provided to mathematics teachers in the online Distance Education modality, in which the data were produced. Data analysis employed qualitative meta-synthesis applying triangulation of the data obtained as a strategy. The theoretical foundation is based on concepts related to the use of digital technologies in an activity system and in teaching mathematics to autistic students. As a result, this work can identify the digital technologies currently most used in pedagogical practices for teaching mathematics to autistic students, being they smartphone applications followed by digital platforms and computer software, bring reflections for the knowledge of autism to education professionals and the community, among them the understanding of the behavior of neurodiverse, breaking paradigms and prejudices provided by an online pedagogical training.

This study aimed to contribute to continuing education, specifically in Mathematics, for elementary level teachers who work in public schools in the Mato Grosso municipality of Barra do Bugres, as a way to improve their daily work. in the classroom. Analyzing the challenges and dilemmas faced by all those who deal with education, in this period of uncertainty and transformation, it was necessary to reflect on the importance of the role of the school in the continuing education of teachers, as well as the role of teacher education in the school. In other words, an attribution required by the modern world that is flexible, autonomous, creative and capable of taking decisions. Thus, continuing education, lasting two months and seventeen days, entirely online, for the educational training of teachers pedagogues with lectures and games workshops, came to the meeting of mathematical learning, in which a sequence of activities was organized, with games and preparation of materials, which could serve to support the teacher in their classes. It also provided opportunities for new experiences, moments of interaction, exchanges of ideas and debates on the challenge of teaching Mathematics to these teachers through this continuing education. Likewise, we sought to promote the updating and improvement of participants with lectures that included Ethnomathematics, digital technologies, active methodologies and specific mathematical learning objects, such as problem solving, quantities and measures, probability and statistics, geometry, numbers, and algebra according to Common National Curriculum Base (BNCC) skills. Therefore, in this research, with a qualitative approach, the speeches and records made in the chat, during the webnaries, and also activities delivered by the participating teachers after training, were used for the production of data. All these data were gathered in order to answer the following questions: "What are the possible contributions of a continuing education of teachers who teach Mathematics to the teaching of this discipline in the early years of elementary school, in the context of the curriculum reform promoted by the BNCC"? This research was based on researchers and advisors who discuss the teaching of Mathematics in the early years and also the continuing education of teachers who work at this level of schooling.

The present work is the result of a master's research presented to the Stricto Sensu Graduate Program in Science and Mathematics Teaching at the State University of Mato Grosso - UNEMAT. The main objective of the research was to analyze how digital resources have been used, by Pedagogues teachers, in Mathematics teaching processes in the early years of elementary education in municipal schools in Barra do Bugres - MT. More specifically, we wanted to identify the available digital resources, highlight the most used and how this use took place. Twenty-nine pedagogue teachers and nine coordinators and/or directors of the eight teaching units that offer elementary education from the 1st to the 5th year participated in the research. The data for analysis of this research were produced through interviews with these professionals and analysis of documents of content records taught in classes from 1st to 5th grade, in school units participating in the research, during the years 2015 to 2019. The methodology used in the research followed the procedures of field research and qualitative approach. The analysis work was guided by the method of data triangulation and analytical induction. The results revealed that the technology infrastructure of schools is predominantly centered on sound and image equipment. The internet resource is still limited to administrative use and for teachers to prepare their classes and participate in online courses. Computer labs are not a reality of all units and those where it exists are composed of few old machines. Its use was shown to be limited to extra-class use and almost entirely disconnected from teaching activities administered in the classroom. It also showed that its use has been conducted by laboratory technicians and not by school teachers. As for the use of existing technological resources, in general, the data revealed that it is still very small, especially in Mathematics teaching activities. Among the main factors identified for the little use of digital resources by pedagogues in these school units is the lack of specific training for this purpose and the need to improve the technological infrastructure of schools.

In this research we aim to understand how the Mathematical Formation (Academic Mathematics x School Mathematics) was approached in the undergraduate Mathematics course of UNEMAT - Barra do Bugres/MT from the perspective of Mathematics teachers working in schools of Basic Education. In the search for answers to our concerns as a teacher of Mathematics acting in schools of Basic Education, our research led by the guiding question: What do teachers who teach Mathematics in schools think about Mathematical Training (Academic Mathematics x School Mathematics) in the undergraduate course in Mathematics at UNEMAT- Barra do Bugres / MT that were effectively fundamental for professional practice in Basic Education? In order to delineate understandings about the research objective, we use qualitative research to describe and interpret the data. As data collection procedures to form the corpus of the research, we used a questionnaire prepared in Google Docs - Form and sent online to the participants - 46 Mathematics teachers in service in elementary schools - graduates of UNEMAT Degree in Mathematics - Barra do Bugres. To analyze the data, we resorted to Content Analysis from the perspective of Bardin (1977) and Rodrigues (2019), which allowed us to create three Categories of Analysis: (i) Academic Mathematics in Mathematics Degree; (ii) School Mathematics in Mathematics Degree; (iii) Double Discontinuity in Initial Mathematics Teacher Training. These three Categories of Analysis represent the synthesis of meanings, through which we interpret through a dialogical movement - interlocution of the data with the concepts based on the theoretical contributions of the research - to provide us understandings of the investigated object. We conclude by stating that the "Double Discontinuity" in the perspective presented by Félix Klein to 110 years (1909-2019) lasts until the present moment, since we find that there is still a prioritization of the contents of Academic Mathematics disarticulated from the contents of School Mathematics future mathematics teachers. Therefore, we understand that a starting point for improving initial training is to narrow the discrepancies - Double Discontinuity - that exist between what future teachers learn from Mathematical Training in Mathematics and what they will actually use in their teaching practices in mathematics. Basic education

Continuous teacher education is a process of constant search for new knowledge, updates, ways, methods and means aimed at improving the teacher to improve teaching practice, adapting to the dynamism of changes that occur in society, acquiring a critical view of reach of their pedagogical practices in the school environment. The research aimed to study the perceptions of teachers of physics of the municipality of Vilhena-RO about their needs for continuing education in digital technologies in education. The methodological procedures used were the bibliographic research and the survey conducted with 13 teachers from eight State Schools located in the Municipality of Vilhena-RO, through the application of a questionnaire via the Survey Monkey data collection and analysis system and for data analysis. Basic statistical analysis: frequency and percentage analysis. To support this research was analyzed the curricular projects of the Physics Degree courses of the higher education institutions in which the research participants graduated, to verify the curricular insertion of the use of digital technology resources (RTD) in the initial formation. The survey results allowed the analysis of teachers' perceptions about the formative needs for RTD use in the classroom, highlighting their limitations of use due to factors such as: lack of training for RTD use, lack of domain to deal with these issues. classroom resources and inadequate infrastructure. It is hoped that this work can help teachers understand the importance of continuing RTD training for improving teaching and learning.

Procuramos analisar as interações1 ocorridas em oito edições do curso online de GeoGebra oferecidos pela Comunidade Online OGeoGebra e Universidade do Estado do Paraná (UNESPAR) a professores e interessados no estudo de matemática, a fim de as reconhecer e estudar, especificamente, as que geraram produções (enunciados textuais, imagens e applets) sobre Derivadas de Funções Reais. Entendemos que a dinâmica do curso em questão, proporciona a ocorrência de interações (o movimento comunicativo) intensas a respeito do estudo de matemática, por vezes não presentes em outros ambientes de ensino. Desta forma, pretendemos investigar estas produções na procura por compreender o fenômeno. Para tanto, realizamos uma pesquisa de cunho qualitativo, descritivo e interpretativo, por meio de buscas junto à plataforma Moodle do curso na identificação das produções e, seu estudo e codificação com o software de pesquisa qualitativa MaxQda, a fim de realizar seu estudo por meio da Análise Textual Discursiva (ATD) Moraes e Galiazzi (2011), de modo que ao imergirmos ao contexto em que ocorre o fenômeno, queremos nos colocar enquanto autores/leitores das produções, mapear as produções e possíveis significados e, categorizá-las quanto a seus modos de ocorrência.

The dialogue between yesterday and today, between structuring millennial indigenous cultural knowledge and new knowledge resulting from contact with other external knowledge can be a point of intersection in the service of preserving and maintaining the indigenous group's beings / knowledge / practices. In this approach, we will focus on the Rikbaktsa People, an ancient inhabitant of the Juruena River basin, with their territories located in the municipalities of Brasnorte, Juara and Cotriguaçu, northwest of the state of Mato Grosso. The Rikbaktsa people have 36 (thirty-six) villages distributed in three Indigenous Lands: TI Erikbaktsa, TI Japuíra and TI of Escondido which is further north on the left bank of the Juruena River. The research was aimed at TI Erikbaktsa in Beira Rio, Second Waterfall, Safety and Spring villages in order to identify and understand the socio-educational processes (generation, systematization and diffusion) of the Rikbaktsa people from the cultural events celebrated in the different socio-educational spaces of the village. The methodological approach was based on the ethnomathematical perspective, from D'Ambrosiano's point of view, as it comprises the most varied modes of production of mathematical knowledge, as it clarifies the processes of generation, organization and diffusion of knowledge in different cultural systems, dialoguing with each other. transdisciplinarly and cross-culturally with different areas of knowledge. For this, the research was ethnographic, with a qualitative approach, using observation and instrumented by the field notebook, audio recordings, photographs, drawings produced by indigenous people and the direct contact with the Rikbaktsa people over a period of time. of time. As a result, we obtained an understanding of the traditional Rikbaktsa knowledge passed on by the older to the younger, which can help to highlight the knowledge and doing of the young. Such knowledge could and could be used for the development of teaching and learning in the institutionalized school, assisting the formation of indigenous teachers and students, as they reaffirm indigenous identity and value culture, assuring the Rikbaktsa people access to information and the indispensable knowledge that underpins indigenous customs, as well as their mother tongue, fostering the construction of a genuinely indigenous school designed by the indigenous themselves, based on indigenous pedagogy.

The present work is an investigation about the knowledge and the ethnomathematic practices practiced by the residents of the Quilombola Vão Grande Territory, located 75 km from the city of Barra do Bugres / MT. We sought to understand the processes of production, organization and dissemination of knowledge and practices of this people, describe the different knowledge produced and practiced by the inhabitants of the Quilombola Territory, reflect on the processes of diffusion of traditional knowledge present in the feasts of Santo, prayers, in dances, in constructions, in the various events and spaces of relationship between adults and children and to relate dialogically the traditional quilombola knowledge and school knowledge disseminated by the community school. It is a qualitative investigation in the ethnomathematics aspect discussed by D'Ambrosio (2007). The concept of culture adopted was the one defined by Geertz (2008), understanding that knowledge and doing make up the web of meanings that have been woven over time. The information was produced through conversations, observations and narratives, immersion in the daily life of the residents of the territory. In this sense, ethnography was used to highlight the mathematics related to the feasts of Santo, the planting, the harvest and the quilombola daily life. Discussing the knowledge and practices of the residents of the Quilombola Vão Grande Territory can contribute to formal education and the way we see each other, since it is clear that in quilombola communities knowledge is passed on in different spaces, whether at home, in the fields, in the holy feasts, joking, fighting for survival in the lands of their ancestors.

Teaching the different contents of Biology is a challenge, as the difficulties encountered in diversifying and applying methods that promote contextualized teaching and meaningful learning for students in high school grades. Research-based teaching (EBI) is an appropriate strategy that can be used for different content as it is a process that encourages scientific research, so the production of scientific knowledge can help students learn to do science, which results in the most complete and meaningful form of learning. In this sense, the research is centered on the Theory of Meaningful Learning with the EBI method, which is being developed in Experimental Practice classes in a first year high school class of a state school in Barra do Bugres-MT, which meets the Full School mode. This research is qualitative in nature, following the methods of the Participant Research. We used the content analysis technique as a method of interpretation of the collected data, with the categorical analysis technique. Following the phases of the participant research, four meetings with the students were held in the first phase. The instruments used as procedures for obtaining the information involved a conversation wheel and a pre-test for the initial diagnosis of students' knowledge of contents worked in previous years, and the application of didactic interventions such as cytology content review. During the conversation round regarding the contents that are studied in the biology discipline, 90% of the students showed preference for the subjects related to health and environment, 10% admitted to have some rejection to the subjects related to the physiology of the human body, referred in his speeches to the physiology contents of the organs and systems of the body. In the pretest, they presented conceptual difficulties, demonstrating minimal knowledge about cytology content, the answers given by the students were confusing, superficial, distorted and common sense, indicating that knowledge about animal cells is still superficial and in some cases the subsumers. They are not stable. After the diagnosis to assess students' previous knowledge, didactic strategies were developed as review activities to address cytology content. In the first activity, videos were presented, aiming to act as a previous systematizer, which allowed the relationship between prior knowledge and new knowledge for the teaching of cytology. The second activity was developed in the school's laboratory of natural sciences, with a practical class that allowed students to know the microscope and the type of cell that constitute part of their body. Review activities play an important role in the teaching of cytology, since besides allowing the relationship between theory and practice, they provide the construction and reconstruction of knowledge, meeting the premises of TAS, enabling the relationship of concepts with cognitive structure. of the students, in a non-arbitrary and non-literal way, awakening the willingness to learn. The results achieved in the first phase of the research demonstrate characteristics of mechanical learning. The second phase will be to develop activities addressing themes that enable students to recognize the cell and its vital processes, including cytology concepts associated with a context regarding quality of life and health, addressing health problems that affect the human population. The themes selected by the students were: diabetes study, cancer study, study of sexually transmitted diseases, teenage pregnancy and alcohol abuse and drug abuse in the daily lives of young people. Concluding the activities of the second phase, with a sample “What we learned from Biology”.

This research had the purpose of comprehending the contributions on digital technologies, used on the creation of cartoons to the teaching and learning of chemistry, when elaborated by students from Elementary Education. The research set place in the high school known as Escola Estadual Oscar Soares, located in Juara, in the State of Mato Grosso, Brazil. The subjects to the cartoons were thermochemistry and chemical kinetic. The digital technologies have been modifying society, influencing the meaning of communication, work stations, our interrelations not only socially but culturally, and the way we obtain information and produce it. In education, researches have shown, even though the public politics have promoted the insertion of digital technologies in the curriculum of Chemistry, they are not, in deed, present in the public institutions of Elementary Education, specially, in the classrooms; Have evinced, as well, that most times the teaching and learning of Chemistry is done in a fragmented way, not related to the context on which the students are inserted and other subjects of knowledge. With a new glance at this scenario, on which the digital technologies present themselves as a possibility to promote the usage of cross-curricular in the process of teaching and learning of this particular subject, this dissertation is based theoretically on the concepts created by Levi (1993), about the technologies of intelligence (orally, written and computing) and, on authors whose work take as main subject the studies of interdisciplinarity on the teaching and learning of Chemistry. Work methodology, adopts the qualitative paradigm and uses as tools in the requirement of data: the observation of the ones involved, the survey with open and closed and interview following a script. The results of this analysis indicate that the production of cartoons can turn the student into the main character of their own learning, making a collaborative work possible, based on sharing knowledge. It was also verified, that the making of the cartoons provided the students to comprehend the subjects tested in a more contextualized way, rather than an abstract and distant of their routines way. The data shows that in making cartoons the students were able to correlate the subject of Chemistry with the other fields of knowledge, which means, the activity promoted the cross-curriculum intended.

ABSTRACT

Sexuality is an extremely important aspect in human formation, and its thematic is part of the daily lives of students whether they are discussed or not within schools. Being well informed and advised about this subject can make all the difference in the life of children and adolescents. The objective of this research was to analyze, from the perspective of public-school educators in Campo Novo dos Parecis-MT, how the cross theme “sexual orientation” has been integrated into pedagogical practices. This is a qualitative research, developed in cooperation with educators from public schools, using documental data collection and semi structured interviews. The empirical material was analyzed following Bardin’s Content Analysis methods.         

This study, until this moment, presents some preliminary data, such as that teachers have a commitment to work within schools, although there is some professional unpreparedness before students manifestations, and the talks and information passed on are, generally, based on common sense. Teachers have also complained about the lack of attention given by the family on children education and school life. Furthermore, it is believed that scientific knowledge strengthens the action and interaction with students.

The objective of this research was to verify the possible connections and disconnections between the use of digital technologies and the result of large-scale assessments in four state public schools (two central and two peripheral) in the municipality of Sinop MT in the period from 2011 to 2018. We made a survey if activities were carried out with the use of digital technologies in the discipline of Mathematics according to the results obtained by schools in IDEB. Thus, the guiding question is: how do the use of digital technologies in the teaching and learning processes of Mathematics relate to the evolution of the IDEB index in public schools in Sinop MT? The methodology used was the qualitative research approach and the procedures used for data production were: interview, participant observation and prescriptive documents from the school units, such as, political pedagogical project, action plan, accountability, project of the educator's room and teachers' lesson plan. For data analysis we used the Grounded Theory - GT that allowed us to identify and codify incidents, codes and categories with their properties and dimensions. We also use data triangulation to improve the reliability of the results. From the use of GT we identified two categories, Pedagogical Procedures and Physical Structure. The Physical Structure category is still being analyzed for a better identification of its properties. In the Pedagogical Procedures category, we identified two properties: Evaluations and Types of Use. We identified from these, the existence of several problems related to the application of evaluations on a large scale, such as unpreparedness of the applicator, difficulties in relation to school transport, student participation in carrying out the evaluation, which directly impact the results. It was also evident the lack of computer technicians, the terrible conditions and the non-use of computer labs and the lack of formation for teachers on how to use other digital technologies beyond the computer. There is evidence of the need the formation of teachers to use the cell phone in the classroom, as we identified that most students already use this technology, inside and outside the classroom.

Nesta pesquisa, tratamos das abordagens metodológicas para o ensino de Matemática na Educação Infantil, no contexto do processo de formação continuada de professores. O objetivo é discutir sobre a experiência de formação continuada no ensino de Matemática para professores da Educação Infantil do município de Matupá, estado do Mato Grosso. Sendo assim, partimos da seguinte pergunta: como a formação continuada de professores pode contribuir para a relação entre o ensino da Matemática e a prática pedagógica da Educação Infantil? Com esse enfoque, a formação de professores será a fonte da produção de informações. Foram também elencados os seguintes objetivos específicos: contribuir com uma experiência de formação continuada no ensino de Matemática para professores da Educação Infantil de quatro e cinco anos no município de Matupá; refletir com os professores da escola os desafios que enfrentam na sala de aula em relação ao ensino da matemática na Educação Infantil e quais as contribuições que esta formação continuada pode lhes proporcionar. As bases teóricas da pesquisa foram documentos nacionais como: BNCC 2017, RCNEI 1998, DRC/MT – Cadernos de Educação Infantil 2018, e institucionais como o PPP, Plano anual de 2019, Programa Pré-Escola Formação na Escola (Pefe), específicos da Educação Infantil, além de obras voltadas para a formação continuada de professores. Desses, destacam-se teóricos e pesquisadores como Kramer (2006), Imbernón (2010), Nóvoa (1991; 1992; 2009; 2011), Freire (1991), Libâneo (2002), Perrenoud (2000) e Alves (2011). O estudo segue uma abordagem qualitativa, com base na metodologia da pesquisa-ação, discutida por Thiollent (2005). Adotou-se, ainda, a perspectiva de uma análise interpretativa, com base nas ideias de Severino (2007). Na proposta metodológica, buscou-se proporcionar um espaço de discussões e reflexões a fim de que todos participantes da pesquisa, inclusive a pesquisadora, pudessem construir conhecimentos durante o processo da pesquisa. Os dados do estudo foram produzidos durante a realização dos encontros de formação dos professores, com o recurso a entrevistas semiestruturadas, registro de observação dos encontros e relatórios de contribuição dos professores. A análise desse estudo no momento ainda é parcial, com indicação na contribuição na formação continuada de professores na educação infantil.

The objective of this research is to understand the influence of digital
technologies used in the production of cartoons for chemistry learning. For the
production of data, we developed a teaching proposal entitled Quimitoon, which
worked on chemistry contents during the process of producing cartoons using
computers. The proposal was developed at the State University of Mato Grosso
(UNEMAT), at the Pedagogical Center of Vila Rica, with students from the 3rd
year of regular high school at the Maria Esther Peres State School. The data
produced were qualitatively analyzed based on the analytical induction method
and the Human-With-Media system. For the production of data, we used
manuscripts, observations, interviews, open questionnaire and analysis of
audios and videos of the activities performed during the development of the
teaching proposal. The theoretical references that guided the research were the
Humans-With-Media system, the Activity Theory and the Humans-With-Media
construct. The data indicate that, in the activity systems in which they are
present, digital technologies show protagonism in the learning process. We
arouse this protagonism for the possibility of acting in various roles from the
perspective of the Human-With-Media system. The analysis also indicated that
these technologies may cause a reorganization of the classroom context. These
findings lead us to believe that such factors are the main influences exerted by
the digital technologies used in the production of cartoons for the chemistry
learning process. The possibilities of protagonism and reorganization of the
classroom showed a direct relationship with the study proposal adopted by the
teacher. In this sense, the indicatives present in this work bring contributions to
the teachers 'reflection about the importance of the study proposal adopted by
them, for students' learning. The study proposal, linked to the use of digital
technologies, may lead to the emergence of expansive learning mini-cyclones,
or the process of culture reproduction.