This research aims to investigate the use of Computational Thinking (CT) pillars during the process of creating Digital Learning Objects (DLO) with first year high school students. Our work intends to seek answers to the following question: How do the pillars of Computational Thinking contribute to the teaching of mathematics in basic education in the process of creating Digital Learning Objects? Our research is of a qualitative nature, we use the teaching experiment as a methodological procedure for collecting data through various instruments such as: photos, videos, recordings, and written materials. and for analysis we used the analytical induction method. The research participants were students regularly enrolled in the first year of high school in 2021 at the Centro Educacional Santa Cruz - CESC school, in Barra do Bugres, Mato Grosso. In view of the considerable advance in the use of digital technologies inside and outside the school environment, interfering in the students' learning process. It is fundamental that the use of these technologies is something intrinsic, in the construction of the development of pedagogical materials such as Digital Learning Objects with block programming software. In this way, the students produced an ODA using scratch software to solve problems involving arithmetic progressions (AP). In the theoretical framework, we support the works of Borba (2016), Wiley (2000), Tarouco (2005), Wing (2006) and Brackmann (2018) that address significant topics regarding the use of digital technology, Digital Learning Objects (ODA), computational thinking and scratch in the process of teaching and learning mathematics. The results indicate that during the development of the research, as well as in the process of solving the activities and creating the Digital Learning Object, it was possible to perceive the use of the pillars of Computational Thinking with and without the use of scratch. However, in some activities all four pillars were not used Presented by Brackmann (2018). On the other hand, it was perceived in practice and in the arguments that the participants improved performance from the moment they were creating the possible algorithms and programming the order of the elements in the ODA.

This research work aims to investigate the potential and limitations for the improvement of mathematics learning in elementary school I (1st to 5th grade), in the application of activities based on the concepts of computational thinking presented by Brackmann (2017), with the question of whether computational thinking could promote the integration of this cyberculture into the mathematics learning process for elementary students through unplugged activities? In order to seek to resolve this issue, this research work proposes to present aspects of the origin, evolution and concepts of computational thinking, according to the vision of Brackmann (2017), through a qualitative approach, through the Teaching Experience method by through the Design Research paradigm, being applied remotely, in a collaborative intervention between researcher and participants, with data construction being developed with teachers who work with classes at this stage of teaching. The data analysis procedure took place through a progressive refinement, which was divided into 2 moments: preliminary analysis and retrospective analysis, which took place continuously during the development of the data collection sessions. The preliminary analysis applied after each session of activities, where the concepts were worked and soon after observed the mental models developed by the participants to solve the problems presented and generate new hypotheses made by them. The retrospective analysis took place in a collaborative way, with the purpose of systematizing its interpretation, based on its theoretical references, proposing changes in the activities in the conceptual objective of each pillar of computational thinking discussed. Development took place synchronously, using Google Meet, and asynchronously, using Google Classroom and unplugged printed activities. The activities used involved problem situations addressing the skills described in the Common Curriculum Base - BNCC, which allowed us to design a model that allows us to integrate pedagogical practices with computational thinking as a didactic and methodological strategy aimed at elementary students (1st to 5th grades).

This dissertation aims to analyze student interactions during the use of digital learning objects in a course on 1st and 2nd degree functions, considering the pedagogical characteristics of Braga (2014), where the teaching modality used was teaching hybrid choice made due to the adaptations that schools started to have caused by Covid-19. The literature review is divided into two moments, the first research with the main descriptor being "Learning objects" and the second being "GeoGebra Book", a choice made from the fact that by inserting the two descriptors together, we did not obtain results in the search. The theoretical foundation permeates digital technologies in the classroom and digital learning objects, their definition and characteristics. The methodological procedures include a qualitative approach with an applied nature, the teaching methodology is the teaching experiment, obtaining as instruments for data collection the GeoGebra Book and the virtual classroom created in Discord, the wards during the course and Google forms applied at the end of each moment. The target audience consisted of high school students from a private school in Barra do Bugres - MT, where 14 of them participated in the course entitled "The use of GeoGebra book for teaching 1st and 2nd grade functions" lasting 30 hours and through the three steps of the content analysis of BARDIN (2016) and all the records made during the application of the course, we searched for the categories that defined that the GeoGebra Book contemplated the pedagogical characteristics of Braga (2014). The results then showed that the book created in GeoGebra is a possibility of a digital learning object that encompasses the pedagogical characteristics, not in isolation, but in sets.

Faced with the needs of individuals to follow changes in the field of digital technologies, and considering the school as a suitable space for such a feat, we aim, with this research project, to evaluate the contributions and difficulties of using the MIT App Inventor environment for the Mathematics teaching in the context of Iny/Karajá School Education, through the development of digital objects that approach school mathematics and Iny/Karajá mathematics, in a perspective of valuing the culture of this people. The research carried out was exploratory, with a participant research bias and a qualitative approach. The research subjects were students from the multigrade classroom of Elementary School II (8th and 9th grades), from the Hadori Indigenous State School, in the Krehawã indigenous community – São Domingos reserve, located in the municipality of Luciara/MT. Data production took place through a teaching experiment with a workload of 50 hours. For the analysis process, the techniques of data triangulation and analytical induction were used. The results showed that the use of MIT App Inventor stimulated the appreciation of culture, encouraged Iny math aspects, curriculum mathematics, promoted the development of digital culture skills, creativity, and computational thinking. Regarding the difficulties, we highlight the use of cell phones and the conversion of languages.

The present research is inserted in the context of Mathematics Textbooks in the practice of the Teacher who works in High School. Therefore, we aimed to investigate the perceptions of High School Mathematics Teachers about the use of textbooks in the classroom. The research's guiding question is: What are the perceptions of High School Mathematics Teachers regarding the use of Mathematics textbooks in the classroom? Our theoretical contribution is among several authors and researchers who emphasize the importance of textbooks in the practice of Mathematics teachers in high school. Methodologically, we used qualitative research to describe, interpret and outline understandings of responses to the online questionnaire (Google Forms) of 25 Mathematics teachers who work in High School. 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 20 Record Units that were articulated with each other through confluences and divergences to configure four Categories of Analysis, namely: (i) Mathematics content in high school textbooks; (ii) Mathematics textbooks in the Pedagogical Practice of High School Teachers; (iii) Differences and distances between Mathematics textbooks and the reality of High School Students; and (iv) Barriers to the Production of Mathematics Curriculum Materials by High School Teachers, for which we performed our interpretation through a dialogic movement – interlocution of data with the concepts guided by the theoretical contributions of the research –, to provide us with an understanding of the investigated object. Therefore, we found that Mathematics Textbooks influence the pedagogical practice of Mathematics Teachers in High School, as they are used as the main didactic resource to teach their classes. However, 64% of Mathematics teachers do not follow the sequence of chapters in textbooks, preferring to mix the thematic units and contents to be worked on in the classroom instead of following the order stipulated by the authors of the works. Mathematics teachers recognize that the High School Textbooks have been adapting the contents to the BNCC's skills, despite having difficulties in aligning their work in the classroom with the BNCC's skills and abilities. They also highlight the absence of didactic proposals so that Mathematics content can be taught through technological resources, such as software, applications, smartphones and other digital media. In the perception of Mathematics Teachers, the high school textbooks used in schools are produced for a general public, which causes a distancing from the context of schools and the realities of students. In addition, 67.2% of Mathematics teachers working in High School understand that they should prepare their own curriculum materials to work in Mathematics classes and not just use the provided textbooks. But for that, they list several obstacles and difficulties for the production of curricular materials that contemplate the context, the reality and the training needs of the students, such as: government support, continuing education, salary appreciation, time, collaboration between teachers.

Our objective was to research the curricular configuration of studies on Specific Learning Difficulties, with an emphasis on Dyscalculia, in teaching degrees in Brazilian Public Institutions of Higher Education. Some studies show that one of the challenges faced by teachers in the classroom stems from Specific Learning Difficulties, which are specific neurodevelopmental disorders or specific learning disorders, which affect the individual's learning in one or more specific areas of knowledge. Among these disorders is dyscalculia that affects the learning of mathematics, compromising the ability to think, report, write numbers and symbols, activities and problem solving. Thus, the research problem was delimited, namely: how are studies of Specific Learning Difficulties included, with emphasis on dyscalculia, in the curricula of Degrees in Pedagogy of Public Institutions of Higher Education in Brazil? The hypothesis was built in the data analysis process. Methodologically, we adopted: a) - Bibliographic Research with Systematic Literature Review, to verify the research produced on the subject. For a conceptual reference on Specific Learning Difficulties, we used the Diagnostic and Statistical Manual of Mental Disorders and the International Statistical Classification of Diseases and Related Health Problems, as well as the specific literature on dyscalculia; b) - Documentary Research, whose corpus was composed of 260 Pedagogical Projects of the Courses, distributed among the 5 regions of Brazil. For data analysis, the Content Analysis technique was adopted. The analysis and interpretation was carried out through a movement of interlocution between the constituted data and the conceptual contributions of the research that provided us with understandings of the researched object and respond to the research problem. Data analysis of the Pedagogical Projects of the Courses resulted in three categories of analysis: 1st – Mathematics learning process; 2nd – Factors that interferes in the Learning process (Mathematics) and 3rd - Specific Learning Difficulties: Dyscalculia. And, to respond to the research problem, the data allow us to state that the studies of Specific Learning Difficulties are, insufficiently, included in 15 of the totals of 260 Pedagogical Projects of the Courses, distributed in 3 Mandatory Curricular Components, 10 optional and 2 elective, presented in 14 different nomenclatures. Thus, we can conclude that there is a discrepant gap in the study of Specific Learning Difficulties in Mathematics whose insufficiency represents a deficit in the professional learning process of future pedagogues and requires a curricular restructuring with the insertion of at least two Curricular Components of Specific Learning Difficulties with an emphasis on dyscalculia, mandatory and with a minimum workload of 60 hours/class, for each component.

This research starts from the following question: What is the legacy of the National Pact for Literacy at the Right Age - PNAIC for the pedagogical practice of literacy teachers in the Teaching of Natural Sciences, in the municipality of Confresa-MT? It aimed to investigate the contributions of the PNAIC, for the pedagogical practice of the literacy teachers of the state network in the Teaching of Natural Sciences of the mentioned municipality, it was revisited the national educational policies in literacy that preceded the program in the federal and state spheres regarding Teaching of Natural Sciences in the early years of elementary school. The investigation process was constituted in the municipality of Confresa-MT. We worked with a sample of ten literacy teachers, two pedagogical coordinators, two directors, the regional coordinator of the program for the 2017/2018 period, and the Municipal Secretary of Education for the current year. We guarantee the anonymity of the research participants, who are named with the letter P (Professor) followed by alphanumeric numbers and for the other subjects we use the names followed by alphanumeric numbers. The investigation process took place through bibliographical and documentary research with a qualitative approach. Data production was carried out through semi-structured interviews, obtained through audio recordings and later transcribed, being categorized thematically and analyzed based on Content Analysis from the perspective of Bardin(2011). The categorizations were defined in four axes: Profile of the Teachers, Pedagogical Resources, Pedagogical Practices of Literacy Teachers in the Teaching of Natural Sciences and Teacher Training. As a result, the PNAIC, as a training program, contributed significantly by providing subsidies for the pedagogical practices of literacy teachers in the state network, in the Teaching of Nature Sciences in the municipality of Confresa-MT. Some negative points were pointed out for the referred program. As for the national educational policies on literacy that preceded the program at the federal and state levels regarding the Teaching of Natural Sciences in the early years of Elementary School, the interviewed subjects cited the National Curriculum Parameters - PCNs, Inajá Project I and II, Proformacao- Training Program for Working Teachers, the latter two were training programs for working teachers, without qualification to work with students in the early years of Elementary School. Regarding the pedagogical practices presented during the program in question, the teachers interviewed claimed that most were lost, since at the end of the PNAIC and with a change of government, the programs as well. The Alfabetiza-MT Program is currently in force, a program that has taken into account in the literacy process, only reading and writing. Still the Structured Teaching System of Mato Grosso-SEE, the use of the textbook main source of methodological resource. In this context, we intend that this research can provide elements that support the pedagogical practice of pedagogue teachers when working with the Teaching of Natural Sciences in the literacy process.

The teaching work has received institutional and social criticism. Brazilian universities are experiencing tough clashes, real battles to remain active as public institutions of Higher Education. On the other hand, students see the university as a public space, an opportunity for learning, knowledge and construction of relevant and essential knowledge for professional practice, thus making it important to understand how academic knowledge is articulated for the development of Natural Sciences during training. of pedagogues. The research adopts a qualitative paradigm, uses the case study method and was developed with graduates of the Full Degree in Pedagogy, at the State University of Mato Grosso (UNEMAT) - University Campus of Sinop-MT, aiming to investigate the contributions of the initial formation in the Pedagogy course offered on the Campus, and its relevance for the pedagogical practice in the teaching of Natural Sciences, in the initial years of Elementary School. For data collection, it is supported by documentary research regarding the curricular proposal, syllabus and curriculum of the referred course, data and other documents published by official agencies of the federal, state and university government. And, in semi-structured interviews conducted with seven (07) graduates completing the years 2017 and 2018, identified by random letters, year, semester. The data were analyzed and interpreted following the Content Analysis technique, in the thematic modality, and show that the current national legislation and standards in relation to the Pedagogy course were met during the term of the PPC of the course until 2019; from then onwards, the new norms, guidelines and legislation in force are considered for the elaboration of the new PPC, which is in the process of elaboration by the responsible team, Unemat - Sinop/MT; the curricular matrix is structured and organized into study centers, where the curricular component "Methodology for Science Teaching in the early years of elementary school", is arranged in the seventh training phase, as a single subject with a workload of 60 hours of classes . The research points out the need to improve the methodologies in university teaching used in the development of the discipline and practical classes involving different teaching techniques and methods; emphasis on didactic classes and supervised internships for teaching practice; difficulty in understanding concepts by the graduates, especially those that cover aspects of Biology, Chemistry and Physics, and in finding didactic-pedagogical material appropriate to the age groups beyond the National Textbook Program (PNLD) offered by the Ministry of Education and Culture (MEC); use of textbooks as the main and traditional resource in didactic planning for Nature Science classes, and search for related activities on the internet; devaluation of Nature Science as a mandatory curricular component; overvaluation of the Portuguese Language and Mathematics curriculum components, and demand for continuing education courses aimed at teaching Natural Sciences in the early years (EF). The research results demonstrate the existence of gaps in relation to Didactics and Methodologies for teaching Natural Sciences; the inclusion of disciplines and/or studies focused on Biology, Chemistry and Physics is relevant for a better understanding of concepts, it is important to expand the workload of the curricular component and, relevant to allocate part of this for the specific development of practical classes aimed at teaching. Still, the need for adjustments, revisions, renewals and paradigm shifts in initial training and expansion of horizons in continuing education to meet current educational and training demands.

This work falls within the research area of Analysis of Teacher Training Needs, based on the conceptual perspective of Rodrigues and Esteves (1993), Schon (1992), Gatti and Barreto (2009) and Nóvoa (2010). We aimed to analyze the in-service training needs of pedagogue teachers who work in state schools located in the municipality of Barra do Bugres-MT, in order to understand the difficulties faced by them, as well as to propose a formative intervention action. The research problem was delimited to know: what are the needs for permanent in-service training of pedagogue teachers who work in state schools, located in the municipality of Barra do Bugres-MT, which constitute indicators of in-service training intervention? Hypothetically - from the observation of problems related to the way in which permanent training for pedagogues has been developed and from the professional experience as a teacher participating in the training and pedagogical coordinator - we assume that pedagogues teachers face difficulties that constitute training needs in contexts of teaching practice, which require formative intervention to mitigate them. For the development of the research we used: a) - Bibliographic Analysis aiming to search for references in the literature in the area of analysis of needs for permanent in-service training. b) - Exploratory survey with application of an online questionnaire (Google Forms), applied to a sample of 16 professors, whose data were treated with frequency analysis. The results of the survey, carried out in 2021, show that most of the 16 pedagogues have in-service training needs, whose frequent indicators are: 1 - Difficulties in: working as a team (f13), adequacy of content to the daily lives of students (f08 ), interpersonal relationships (f11), identification of students with learning difficulties and high abilities/giftedness (f12) and using digital technology resources in teaching and learning (f10); 2 - Interested in: studying teaching methods for students with learning difficulties and high abilities/giftedness (f11), lesson planning (f12) and educational assessment (f12). And based on the data, we present a proposal for an in-service training intervention based on the everyday problems of the classroom, as an educational product.

The study presented is the result of a research developed in the Stricto Sensu Postgraduate Program in Science and Mathematics Teaching, at the Universidade do Estado de Mato Grosso (UNEMAT), at the Campus of Barra do Bugres-MT, focusing on the trajectory of pedagogues teachers, who teach Mathematics in the initial years in the city of São Félix do Araguaia-MT. Our main objective was a panoramic study of the trajectory of Mathematics teaching in the early years of elementary school in the Municipality of São Félix do Araguaia-MT, pondering how it was in the past, how it is being in the present and what is expected of this teaching in the future, considering the educational policies of the last 20 years. The approach was qualitative, with the method of oral history and documentary research, based on the following references: PCN (BRASIL, 2001), BNCC (BRASIL, 2018), Freire (1993/2003/2006), Nóvoa (2009), Smole (2014), Tardif (2002/2008), D'Ambrósio (2005), Soares (2018), Nacarato, Mengali and Passos (2011). Data were obtained by consulting documents/files available on websites of the Ministry of Education and Culture (MEC), archives of the State Department of Education and Culture-SEDUC-MT, Municipal Department of Education-SMEC-SFA and interviews with a group of five pedagogues from public, state, municipal, urban and rural schools in the municipality of São Félix do Araguaia-MT. The timeline was 20 years (2000/2020). In this way, we wanted to identify the teachers' conceptions and perceptions about pedagogical practices in Mathematics teaching in the early years, also to verify the importance that teachers attribute to such teaching and its relationship with the formative movements, the teaching conditions and student learning.

This master's research sought to answer the following question: How was the process of production of knowledge and practices in the construction of the identity of the EJA student, marked by different phases and circumstances of their life before and after entering the Youth Education Center and Adults Professor Milton Marques Curvo? With this study, we seek to know the profile of CEJA students, from the life history of students enrolled and effectively involved in the learning process in Youth and Adult Education, emphasizing on the student, their uniqueness, social specificity, expectations and limitations, with regard to education. Based on the changes that have taken place in recent years, in the Profile of Basic Education Students, in particular the Profile of Students at the Youth and Adult Education Center - CEJAs located in the city of Cáceres/MT, we believe that it is essential to carry out research that has as a focus the context inhabited by these students and the production of non-school knowledge, produced by the ways of life of these students.

This research aims to understand the directions of transit between modes of production of mathematical meanings in the interactions on spatial geometry of the course participants of the 17th edition of the GeoGebra course. Based on Gonçalves (2016) which discusses the transition between Mathematics Mathematics (MM), School Mathematics (ME) and proposes GeoGebra Mathematics (MG). Seeking to answer: How does the transition between Mathematical Mathematics, School Mathematics, GeoGebra Mathematics occur in the teaching of spatial geometry? For this, the productions of 137 course participants of the 17th edition of the GeoGebra online course held by the State University of Paraná (UNESPAR), Campus de Apucarana, related to spatial geometry were analyzed. We carried out a qualitative, descriptive and interpretive study, with the support of the MAXQDA software in data processing and using the assumptions of the Textual Discursive Analysis of Moraes and Galiazzi (2016) to fulfill the steps of immersion, categorization and data analysis. We arrived at three main categories: GeoGebra Mathematics as an initial strategy; GeoGebra Mathematics intermediating Mathematician Mathematics and School Mathematics; and GeoGebra Mathematics as a final strategy. In our interpretation we arrived at a synthesized understanding of how a collective of teachers think about activities and produce materials for their classes with GeoGebra.

We currently live in the context of a political scenario that seeks to increasingly weaken indigenous peoples and nullify remarkable knowledge and knowledge that has much to contribute to the construction of education in the country, especially in Indigenous Education. From an angle contrary to this perspective, the present research was fostered by the theme Indigenous Education in the literacy scenario of children in the Apyãwa community, focusing on the numeracy process and on the educational practice of Apyãwa/Tapirapé literacy teachers.  From this perspective, the present research aimed to verify the influences of the sociocultural aspects of the people in the numeracy process from literacy, that is, to conceive Apyãwa education as a cultural circle. It also intended to research official documents, such as Pedagogical Projects and Teaching Plans, seeking to understand the pedagogical concepts and the formative and literacy assumptions proposed by the school, especially with regard to numeracy. In view of this, we seek to establish an analysis of the literacy method used by teachers in order to understand what knowledge is articulated in the methodological process of numeracy during the early childhood education phase of the Apyãwa/Tapirapé people. Anchored in the theoretical assumptions of Freire (1989, 1992, 1996, 1998, 2014), Mendes (2001), Vergane (2007), Sebastiani, Boaventura (2007), Baldus, Eagles and D'Ambrósio (1986, 1993, 1994, 2013), among others, qualitative research of an ethnographic nature, with participant observation, semi-structured interviews, audio-visual recordings, field notebooks and document analysis, based on an approach that will prioritize the constant interaction between researcher and research subjects. The locus of the research was the Tapi’itãwa State Indigenous School.

The new coronavirus pandemic has transformed the way we live in society, and with it the digital technologies that were already present in our daily lives have become even more essential to continue the development of economic, social and especially education sectors. Therefore, this research sought to understand the ways in which the production of digital cartoons and the technologies used in emergency remote education can influence the mathematical learning of elementary school students in a field school. For this, an interdisciplinary project was offered, entitled: Interdisciplinarity-with-Cartoons, the research participants were students of the 6th and 7th year of elementary school at the União da Chapada State School in the municipality of Campo Novo do Parecis-MT. The meetings took place between October and December 2020, with a workload of 82 hours, and carried out remotely, through the Microsoft Teams platform. This project sought to unite in an interdisciplinary way the disciplines of mathematics, Portuguese, arts and information technology, through the production of mathematical cartoons. The question that guided this research was formulated as follows: How do elementary school students mobilize themselves to produce Mathematics with digital cartoons during Emergency Remote Teaching? To answer it, methodologically, we adopted the qualitative research paradigm, with a pedagogical emphasis on active methodologies and emergency remote teaching. Data production was carried out with the following procedures: participant observation, field notes, questionnaires, interviews and audio-visual recordings. The data were analyzed using the analytical induction method and the theoretical foundation was based on the assumptions present in the Being-Human-With-Media activity system, which has its theoretical roots in the Activity Theory, in line with the ideas of the Seres- Humans-With-Media. The results indicated that the production of digital cartoons during emergency remote teaching caused contradictions in the activity system, resulting in movements that contribute to promoting interdisciplinarity, breaking the encapsulation of mathematics and the development of critical mathematics education.

This dissertation is part of the research line Digital Technology in Science and Mathematics Teaching of the Stricto Sensu Graduate Program in Science and Mathematics Teaching, of the State University of Mato Grosso “Carlos Alberto Reys Maldonado” (UNEMAT), Campus of Barra do Bugres. Its objective is to analyze the productions and discussions that took place in the 16th and 17th edition of the GeoGebra Course, specifically developed with the support of the CAS Window, involving relationships between algebraic, geometric and arithmetic thinking. The mentioned course is an extension project directed by a volunteer group of Mathematics teachers, whose leader is Professor Sérgio Cazarredo Dantas, at the State University of Paraná (UNESPAR), Campus de Apucarana. In this perspective, our research was guided by the following guiding question: What are the features and relationships between algebraic, geometric and arithmetic thinking along with activities developed in the CAS Window? Assuming that the dynamics of the course is conducive to the occurrence of interactions related to the study and investigation of the relationships between algebraic, geometric and arithmetic thinking, we designed a qualitative, descriptive and interpretive research. The Corpus of the research consisted of 888 productions of the course participants developed exclusively in the Cas Window of GeoGebra, the productions were collected through the data collection tool of the MaxQda software. Coding and data analysis were administered using MaxQda software and Textual Discursive Analysis (ATD) from the perspective of Morares and Galliazzi (2016).

This work emerged through studies on the use of active methods during the teaching and learning process of Chemistry for high school students. It served as a basis for the implementation of the practice in the State School of integral modality located in the Municipality of Tangará da Serra, MT. It was observed that the students had learning difficulties in Chemistry. However, it was noticed that through social isolation, students were unmotivated to learn, characterizing the influence caused by Covid_19 on student performance, accentuating the dropout from studies. In order to contribute to change this situation, we sought to use the active teaching and learning methods Peer Instruction (Mazur, 2015) and Just-in-Time Teaching (Novak et al., 1999), during the period from April 7 to May 5, 2021 in Chemistry classes. The objective of which was to study and understand the use of teaching and learning methods Just-in-Time Teaching (JiTT) and Peer Instruction (PI) with digital technologies at Escola Estadual Ramom Sanches Marques with students of the 2nd year of high school , during the study of solutions, solute-solution relationships and density. It used the Just-in-Time Teaching and Peer Instruction methods according to the students' learning needs, to promote a change in posture and autonomy; in addition to favoring the understanding of concepts when interacting with colleagues about the study. The following methodological procedures were adopted: explanatory research, using the action research approach commonly used in qualitative research. To conceive the association with the use of methodologies to solve a collective problem, which in this case is the learning needs of chemistry students. For data processing, the inductive process was used, with unstructured observation, group discussion, evaluation of experiences, recording, interaction and introspection with the group. Data analysis followed the Bardin perspective (2016), centered on the understanding and meaning of the group's actions. It was possible to obtain three categories of analysis that involved: a) students' perceptions about the training period; b) study the contributions of the use of active methods during remote classes using the active methods Just-in-Time Teaching and Peer Instruction; c) Assessment of student participation during the use of the didactic sequence in remote classes. The results obtained in the three categories contribute to the understanding of teaching and the construction of knowledge, through dynamics in online classes. In addition, JITT and PI proved to be promising in the context of teaching and learning Chemistry for providing the student with the construction of knowledge, autonomy and the resignification of the teaching and learning process, favoring the construction of the necessary skills for the 2nd year of Education. Medium.

Confronting environmental issues permeates the understanding of physical, biological and chemical phenomena. The teaching of Chemistry associated with sustainable socio-environmental development, in an interdisciplinary scenario, is one of the tools for the comprehensive understanding of biological and physical social phenomena. In this sense, the problem of this research "How does the pedagogical practice regarding the approach of Environmental Education in Chemistry Teaching happen?". In this perspective, the objective was to identify the pedagogical practices of high school teachers in the development of Environmental Education (EE) in Chemistry Teaching. The methodology used was based on qualitative and exploratory research. Data were collected using technological supports, such as cell phones and internet, with the creation of the “dissertation research group with the participants”. There were 06 (six) participants, teachers residing in Rondônia and Mato Grosso. Data analysis indicates that the participating teachers perceive the relationship between human rights and the environment, mentioning the development of activities that have a connection between EE and the teaching of chemistry, such as: production of homemade soap (saponification); composting (biodigester, formation of methane gas); separation of waste for recycling; contamination of the environment by chemicals. However, the pandemic generated and still generates a challenge for everyone (teachers, students, parents and society in general), to survive in the face of misinformation and denial of scientific knowledge, with various difficulties (internet access, didactic materials, individuality) that directly impact the teaching and learning process, generating in a short time the urgency to reinvent, to meet the critical educational demand that provides opportunities for citizen training. It was not possible for the teachers to apply in their Chemistry classes, practices aimed at Environmental Education, due to the reduction in the workload of the chemistry classes with the implementation of the BNCC. However, the conversation circles, the activities developed, the discussions generated, provided an opportunity to exchange experiences in the teaching-learning practice of Environmental Education applied to the discipline of Chemistry, which can support the pedagogical practices of teachers, as well as contribute to reflections and actions. that help in the didactic process, providing opportunities to discuss the reality in which they are inserted in a critical-reflexive way, related to environmental problems experienced by contemporary society.

The present research is inserted in the context of the potentialities of Mathematics Fairs for the formative processes of teachers. In this context, we aim to investigate the potential of the Mathematics Fair as a formative space for the teaching practices of teachers who teach Mathematics in the early years of Elementary School. Therefore, the guiding question of the research is: What are the potentialities of the training space of the Mathematics Fair in the municipality of Barra do Bugres for the teaching practices of teachers who teach Mathematics in the early years of Elementary School? Our theoretical foundation involves the following themes: Third Formative Space, Continuing Education of Mathematics Teachers and Mathematics Fairs. Methodologically, we use qualitative research to describe, interpret and outline understandings of the answers to the online questionnaire (Google Forms) of 57 teachers who teach Mathematics in the Early Years of Elementary Education, guiding works presented at the I Mathematics Fair of Barra do Bugres – I FEMABB, held in 2019. To analyze the data, we will resort to Content Analysis from the perspective of Bardin (1977) and Rodrigues (2019), which provided us the constitution of four Categories of Analysis, being (i) Didactic-Methodological Contributions of the Mathematics Fair for the Mathematics Teaching Process; (ii) Formative Contributions of the Mathematics Fair for the Pedagogical Practice of Teachers who Teach Mathematics; (iii) Possibilities of the Mathematics Fair for Students' Learning; and (iv) Potentialities of the Mathematics Fair as a Hybrid Formative Space (3rd Space), through which we performed our interpretation through a dialogic movement – interlocution of the data with the concepts supported by the theoretical contributions of the research – to provide us an understanding of the investigated object. Therefore, we found that the I FEMABB was constituted as a third training space, as it provided the opportunity for teachers who teach mathematics in the early years of Elementary School to have an experience before, during and after the event: first, because there is a training process for the elaboration of works in classroom with students in schools, during the exhibition and presentation of works by students to the whole community for the dissemination and popularization of Mathematics knowledge in a differentiated and contextualized way, and after the event due to the fact that teachers have known pedagogical practices developed by other teachers who teach Mathematics in the early years of Elementary School in schools that can be adapted in their classrooms. Therefore, we can say that the I FEMABB contributed in different ways, among them, to the improvement of teaching practices of teachers in the classroom, seeking to achieve a more attractive, contextualized, interdisciplinary teaching of Mathematics and encouraging the use of different teaching methodologies that enable more meaningful learning for students.

xxxx

This research is inserted in the context of software for mathematics teaching. We aimed to investigate the academic productions of dissertations and thesis related to GeoGebra software, defended in graduate programs in Brazil, from 2001 to 2021. Thus, the guiding question of this research is: “what do academic research (dissertations and thesis) involving GeoGebra software developed in the period from 2001 to 2021 in Brazil reveal?”. To delineate understandings about the research objective, we conducted qualitative research, in the State of the Knowledge modality in a Multipaper format. The research data come from the following databases: Digital Library of Theses and Dissertations (BDTD); ii) Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES), in which we used the descriptor ‘GeoGebra’. The corpus of the research was composed of 713 research papers, 693 master’s theses and 20 doctoral dissertations involving the GeoGebra software in a context related to the teaching and learning processes of mathematics. To analyze the data, we used Content Analysis from the perspective of Bardin (1977) and Rodrigues (2019), which provided us with the constitution of three scientific articles, in which we interpreted through a dialogical movement – interlocution of the data with the concepts guided by the theoretical contributions of the research – to provide us with specific understandings about the investigated object in three perspectives explained in each of the elaborated articles. Article 1, entitled: GeoGebra Software in the Formative Processes of Mathematics Teachers: State of Knowledge of Dissertations and Theses in Brazil, aimed to investigate the academic productions of dissertations and theses defended in stricto sensu post-graduation programs in Brazil related to GeoGebra software for the formative processes of mathematics teachers. Article 2, entitled: Content Analysis of the Dissertations and Theses about GeoGebra Software for the Practice of Mathematics Teachers in Elementary School, aimed to investigate the academic productions of dissertations and thesis related to GeoGebra software for the practice of Mathematics teachers working in Elementary School, defended in stricto sensu post-graduation programs in Brazil, from 2009 to 2021. Article 3, entitled: GeoGebra in High School Mathematics classes: a look at the Dissertations and Theses in Brazil, aimed to investigate the contributions of research from 2009 to 2021 involving GeoGebra software to High School Mathematics classes. Based on the results explained in each of the articles, we understand that research related to GeoGebra software contribute to the reflection and discussion of proposals that enhance its use in the pedagogical practices of teachers who teach Mathematics in different contexts and levels.

This research aimed to study the training needs of mathematics teachers in the final years of Elementary School in State Schools located in the municipality of Barra do Bugres. Methodologically, it was a survey (Survey) with an online questionnaire (via Google Forms), applied to a sample of 20 mathematics teachers, in a universe of 25 teachers. Data were analyzed by graphical representation and frequency analysis. Research participants were invited by email and also by WhatsApp. This investigation was conducted with the following question: What are the training needs of mathematics teachers in the final years of Elementary School at State Schools in Barra do Bugres, which serve as an indicator to model a proposal for continuing education? As a response to the research problem, the results show that the teachers participating in the investigation have continuing education needs, which can be observed in the indicators of these needs, followed by the frequency of their occurrence: a) dissatisfied with the continuing education developed in the school (6 ), neither satisfied nor dissatisfied (6); b) medium, high or very high difficulties in teaching math content in the 8th and 9th grades (3); c) medium or high difficulty in using RTD - digital whiteboard (11); software (8), Zoom (8), video lessons recording (7); google Classroom and apps (6); d) medium, high or very high difficulty in relation to: Inverted Classroom (9); Project Pedagogy (8); use of Learning Theory (7); PBD - Problem Based Learning (7); e) medium, high or very high difficulty in: teaching mathematics to students with special needs (12), production of adapted teaching material (12), producing teaching materials (10); use of adapted material (10); research and select teaching materials (8). Regardless of the degree of difficulty, whether it is low, medium, high or very high, this may indicate that there is a need for intervention in the continuing education of teachers. Thus, we understand that the aspects highlighted in this research can contribute to guide the planning of the future continuing education of mathematics teachers in the final years of elementary school in the municipality of Barra do Bugres-MT

This work focused on the area of Digital Technologies in the Teaching of Science and Mathematics of the Graduate Program in the Science and Mathematics Teaching at the State University of Mato Grosso (UNEMAT/Barra do Bugres), has the general objective of understanding the place of digital videos in the Laboratory of Mathematical Teaching (LME) and their contribution to teaching practice. The interest in this theme was motivated by the fact that it understands that the active and dynamic use of Digital Technologies becomes increasingly necessary in the classroom, promoting the rupture of encapsulated teaching practices and, consequently, learning Mathematics. Therefore, the study is guided by the Grounded Theory (GT), proposed by Strauss and Corbin (2008), presenting the analytical processes so that the theory can emerge (Silva, 2018). This is a qualitative research in the theoretical light of authors such as Bogdan and Biklen (1994), Araújo and Borba (2017) and supported by the ideas of these authors, I seek answers to the following research question: What place can digital videos occupy within the LME and their contribution to teaching practice? Thus, the context of data production was a continuing education course for Mathematics teachers, developed in the blended-training modality (CUNHA, 2018), held at the Center for Training and Update of Basic Education Professionals (CEFAPRO) in Sinop-MT, with the teachers of the state education network, it is worth noting that the differential of the course was the monitoring of the development of the proposal at school and that the voice of the students was also considered in the production of the data. Such data were produced through filmed interviews, a semi-structured questionnaire, registration of the meetings recorded in videos and participant observation and, subsequently, triangulated and interpreted. The results obtained indicated as a possible answer to the research question that the place of the video is not a simple “tool” or a resource, but something that made teachers think about the content, something that stimulated teaching actions, contributing to reflect on their pedagogical practices, for this reason, I understand hat the videos occupy/divide in the LME the place of the one who has agency (power of actions), sharing together, acting as partners with different levels of fluency, understood as something more “fuzzi”, This is because two or more stages of the cycle of use of technologies (OLIVEIRA, 2013), can occur at the same time, in view of this, the contribution to teaching practice permeated the stages of thinking-with, know-how and exploring-with in the teaching and learning processes. The way teachers and students communicated mathematics in the videos is (implicitly and explicitly) linked to their views about this science and its teaching and learning processes, as well as the fluency they presented at the time of data production and the context in which they were inserted. Finally, I believe that the videos occupy/divide in the LEM the same place as the human subjects, because, regardless of the levels of fluency, the videos shared, working together with the teachers and students the production of knowledge.

In addition, we want to: (i) Encourage the debate and deepening of Mathematical Modeling in the context of the initial training of Mathematics teachers, as well as identifying the different concepts of Mathematical Modeling contained in the pedagogical projects of undergraduate courses in mathematics in Brazil and to identify the disciplines of the curricular matrix of undergraduate courses in mathematics in Brazil that address the theme of mathematical modeling. Therefore, our guiding research question is: What is revealed about the presence of Mathematical Modeling as a methodological approach to teaching in the Pedagogical Projects of a Mathematics Degree Course in Brazil? We adopt assumptions of qualitative research in the documentary modality, with the corpus of the research constituted by 235 PPCs of Degree in Mathematics in Brazil, in which, we will analyze their menus. We use as a theoretical framework the knowledge bases for teaching proposed in Shulman (1986), and research that specifically addresses aspects of Mathematical Modeling in Mathematics degrees. As data collection procedures to constitute the research corpus, we will use the Documents - PPCs of the Licenciatura courses in Mathematics in Brazil. To analyze the data, we will use Content Analysis from the perspective of Bardin (1977) and Rodrigues (2019), which enabled us to create two Analysis Categories: (i) Applications of Mathematics with Mathematical Modeling; and (ii) Teaching Process and Learning of Mathematics through Mathematical Modeling, through which we interpret through a dialogical movement - interlocution of data with the concepts highlighted by the theoretical contributions of the research - which provided us with understandings of the investigated object.

This research aimed to understand how video production contributes to the continued training of teachers from the early years, to the teaching of mathematics, through the development of video production skills with ActivePresenter software. In the training course, teachers of Basic Education of the municipality of Tangará da Serra in the state of Mato Grosso who have experimented with digital technologies in the production of videos in line with the Matrix Skills Required for the Pedagogical Use of Digital Technologies of CIEB. The course was offered in the online distance mode, in asynchronous meetings we used the Google Classroom platform and in synchronous meetings we used Google Meet. The question that triggered this investigation was thus formulated: How can a continuous training focused on the production of videos contribute to the development of the skills of teachers of the early years for the use of digital technologies in the teaching practices of mathematics? To answer it, the qualitative research paradigm was adopted methodologically. The data production was performed with the following procedures: interviews, direct questionnaires, logbook and the training research procedures. For the last procedure, audio and video recordings were used. The data were analyzed using the data triangulation method. The results indicated that the Continuing training focused on video production enables the development of skills to deal with Digital Technologies in the development of skills for the pedagogical use of Digital Technologies proposed by CIEB that describes video production skills find-at the intermediate level, in this level there is possibility to work the skills prescribed in BNCC/DRC-MT in Basic Education students.

Considering the speed of digital technology dissemination in society, we believe the Digital Learning Objects appear as great possibilities to contribute to mathematics knowledge production. From previously idea, this research has got as main objective to comprehend, through a systematic review literature, perceptions and demonstrations technology that going through Digital Learning Objects that were presented in Brazilian dissertations focused on high school mathematics teaching. The study object are dissertations that their main focuses show any kind of Learning Object, in a Digital way, for high school mathematics education. The dissertations were collected from two databases, “Catálogo de Teses e Dissertações” from “Coordenação de Aperfeiçoamento de Pessoal de Ensino Superior – CAPES” and “Biblioteca Brasileira de Teses e Dissertações”. From the used procedures it was collected an amount of 25 dissertations to be analyzed. The methodologies used were systematic review literature, mainly based on Pocinho (2008), and content analysis according to Bardin (2016) assumptions. The analysis and discussions results were based on Mitcham (1994) ideas. In addition, we also based our digital technology in mathematics teaching on Bonotto (2015), Gallana (2013), Castro (2012), Villarreal (1999), Borba & Penteado (2016), Borba, Silva & Gadanidis (2016) and Kenski (2012) discussions. Finally, it was identified through the analysis, some technologies perceptions as optimism and romanticism. About technologies demonstrations, they were presented as object, knowledge, activity, and volition.

Currently, there has been a growing discussion on the topic of Inclusion of people with disabilities in the school environment, especially deaf people. For this community, sign language is the channel through which deaf people have access to knowledge, culture, citizenship and the construction of their identity. From this perspective, the teaching of mathematics has been a great challenge, as teachers need to rethink their methodological practices, creating teaching-learning conditions in which students can build mathematical concepts. Thus, this dissertation is a research developed with deaf students from the state, municipal and federal education system in the city of Campo Novo do Parecis, Mato Grosso - MT, with the participation of 10 (ten) students who study in different schools and classes. The general objective of this research is to verify how the deaf student understands the teaching of mathematics, in addition to investigating how these students contextualize the school mathematics concepts. The problem of this research is outlined by the understanding of mathematical concepts and the precariousness in the inclusion of deaf students in the school environment. Thus, it is possible to perceive the need to investigate, analyze and understand how the mathematical concepts taught are being understood and correlated with mathematical experiences in their social and cultural context. The research methodology used is qualitative in nature, based on authors such as STAKE (2011) and MIGLIOLI (2006), using narratives and interviews with LUDKE and ANDRÉ (1986) and GIL (2016) as a data production instrument. The theoretical contribution was based on demonstrating the importance of including the deaf community, its identity and knowledge in the school environment, through the works of LIMA E CAMPOS (2013) and D’AMBROSIO (2017) among others. As part of the outcome, the factors that influence the understanding of mathematical concepts for deaf students were presented, in addition to demonstrating that the contextualization of mathematics teaching through the use of their mother tongue - Libras, significantly contributes to the educational life of these students , providing a more meaningful, practical and pleasurable learning experience.

Facing the experienced reality all around the word about the corona virus pandemic, it was necessary a fast reorganization in relation to the use of digital resourses aimed for education, because these have become one of the most effective and accessible ways to continue school activities. The mobile devices, as smartphones, are presente at students’ daily life and with that the use of these applications (apps) has became more frequent. In Chemistry teaching, the use of digital devices to learning, as games apps, could decrease the problem about contentes and abstract models. Therefore, this work had as purpose the development of one mobile app like a didactic-technological instrument to teach Chemistery (inorganic functions) and to evaluate its usability in the view of professors in this subject. The methodology used was the participant with a quali-quantitative approach and literature review. Questionnaires (diagnostic and evaluative) were applied using the Google Forms resource and the exploration and/or evaluation of the application took place online synchronously through press conferences with the Google Meet tool. The research participants are Chemistry professors from the state schools of the Mato Grosso’ state, teaching in the cities of Barra do Bugres, São José dos Quatro Marcos, Tangará da Serra and Terra Nova do Norte. The data obtained from the questionnaires (diagnostic and evaluative) were treated using basic statistics with graph analysis and with the data from the group interviews, they were subsequently triangulated and interpreted. It was observed that there are few researches regarding to applications aimed at teaching inorganic functions and the need to have more technological instruments involving this theme. The vast majority of applications indicated to inorganic functions are about questions and answers type and with a low number of downloads. Game applications which work with playfulness, such as fighting, puzzle, racing, educational among others, have a great acceptance by users, because they produced a large number of downloads. The technologies, in the teachers' view are able to make the Chemistry class more interesting and dynamic, and an app with the theme of inorganic functions should contain the main acidic, basic and salts substances, and characteristics such as molar mass, molecular formula, chemical risk and applicability. Therefore, the Chemistry Crush app, in the teachers' view, could be used as a different resource for Chemistry classes, facilitating and/or contributing to the process of teaching the content of inorganic functions to approach and/or to teach students in the 1st and 2nd year of high school.

Esta investigação faz parte da linha de pesquisa Tecnologia Digitais no Ensino de Ciências e Matemática do Programa de Pós-Graduação Stricto Sensu em Ensino de Ciências e Matemática, da Universidade do Estado de Mato Grosso “Carlos Alberto Reys Maldonado” (UNEMAT), Campus de Barra do Bugres. Cujo o objetivo é identificar e compreender o trânsito nos modos de produção de significados matemáticos (a Matemática do Matemático, a Matemática da Escola e a Matemática do GeoGebra) referente às funções de uma variável real contidas na 14ª, 15ª e 16ª edições de um curso online de GeoGebra. Tal curso é um projeto de extensão conduzido por um grupo voluntário de professores de matemática, liderado pelo professor Dr. Sérgio Carrazedo Dantas junto à Universidade Estadual do Paraná (UNESPAR), Campus de Apucarana. Nesse sentido, a pergunta norteadora da pesquisa foi formulada da seguinte forma: Quais são as possíveis direções do trânsito nos modos de produção de significados matemáticos referente às funções reais de uma variável real? Os fundamentos e pressupostos teóricos apoiou-se em pesquisas sobre o uso do software GeoGebra no processo de ensino aprendizagem da matemática e sobre os modos de produção de significados matemáticos (a Matemática do Matemático, a Matemática da Escola e a Matemática do GeoGebra) na perspectiva de Gonçalves (2016). A metodologia utilizada possui uma abordagem qualitativa segundo os pressupostos teóricos elucidados por de Godoy (1995), Bogdan e Biklen (1994), Creswell (2010), Lüdke e André (2018). O corpus da pesquisa foi constituído com 720 produções (descrições dos enunciados e resoluções das atividades; imagem das construções no GeoGebra) dos cursistas sobre funções reais de uma variável real sendo coletadas na base de dados da 14ª, 15ª e 16ª edições de Curso de GeoGebra por meio da ferramenta de coleta de dados do software MaxQda. A codificação e a análise dos dados foram conduzidas utilizando o software MaxQda e a Análise Textual Discursiva (ATD) na perspectiva de Morares e Galliazzi (2016). 

The present work discusses the theme “The socio-educational spaces of the Iny indigenous village Krehawã” and aims to understand the socio-educational knowledge of these people from the social relationships established in the different educational spaces of the community, since the knowledge, practices and cultural knowledge are built collectively in different locations (courtyard, domestic areas, gardens, riverside, Cerrado, men's houses, rituals, ceremonies). These environments are seen by the people in a special way, being full of cultural consistency, values and meanings. The education of Iny people starts right from childhood, and it is the responsibility of the whole community to monitor the educational process by systematizing and spreading the knowledge, practices and experiences necessary for the child's insertion in the social environment, but most of it is the role of the family members. This knowledge is disseminated in daily coexistence and runs throughout life, obtaining strong connections between subjects, nature, mythology and cosmology. The methodological approach is based on the Ethnomathematics perspective, under the D'Ambrosiana perspective, as it makes it possible to better understand organizations from different cultures and their respective ways of producing and disseminating knowledge, dialoguing transdisciplinarily with different areas of knowledge. Thus, it was necessary to conduct an ethnographic investigation, in a qualitative approach, using participatory observation, reinforced by the fieldwork notebook, audio recordings, filming, photographs and the conviviality on-site. The accomplishment of this work, based on the cultural knowledge of the Iny people, transmitted by the elders to the younger ones, contributed to highlight their knowledge, practices and cultural knowledge, reaffirming their identity, valuing their culture, assuring them availability to the essential information and knowledge that underlie traditional indigenous customs, as well as the school education project sought by the people.

Computational thinking has been increasingly discussed in educational systems in many countries. Since the approval of the Common National Curriculum Base (BNCC), in 2017, the first official document on the subject, the number of studies on how to develop skills and competences related to computational thinking (PC) in the school environment has grown. In this context, a qualitative research was carried out in order to analyze the advantages and disadvantages of using Scratch software for teaching Mathematics and developing computational thinking in basic education, based on the evaluation of a group of Mathematics teachers from Tangará da Serra-MT. 14 teachers who work in elementary and high school participated in the study. The production of data for analysis took place through a training course with a workload of 80 hours. For data analysis, Discursive Textual Analysis (ATD) was used. The research corpus consists of reports prepared by the course participants, open and closed questionnaires, semi-structured interviews and productions/artifacts developed in Scratch. The theoretical foundation came from texts on the relationships of Mathematics and computational thinking with the use of Scratch software. The analysis was performed by three categories: favorable and unfavorable characteristics of Scratch; Math and PC skills mobilized with the use of Scracth and the most favorable productions/artifacts for the teaching of Mathematics and development of computational thinking in the school environment. The results reveal that teachers consider the use of Scratch fruitful for teaching Mathematics and developing computational thinking in the school environment. The main disadvantage pointed out by teachers is linked to the time required to develop artifacts in Scratch.

This study is the result of a research developed with the Stricto Sensu Graduate Program in Science and Mathematics Teaching, at the State University of Mato Grosso – UNEMAT, Barra do Bugres Campus, based on the Continuing Education of Teachers who Teach Mathematics in the early years in public schools in the city of Denise (MT). With a qualitative approach, with the Action Research method, PCNs (2001), BNCC (2018), Freire (2006), Imbernón (2010), Libâneo (2003), Nacarato et al (2017), stand out as pillars of this research. Prensky,(2001) and Borba and Penteado (2005), the main objective of this investigation is to understand the meanings produced and the challenges found in the continuing education of teachers who teach Mathematics in the early years, aiming to contribute to the teaching and learning processes of this research. discipline in public schools in this city, seeking to relate theory and practice, from the perspective of promoting reflections on the role of continuing education in the teaching work. Thus, we sought to answer the following question: How can the proposal of continuing education for teachers who teach Mathematics in the early years, in the municipality of Denise (MT), contribute to the development of pedagogical practice and what are the meanings and challenges found by the course teachers? Comprised of 12 virtual meetings, of two hours each, and extra activities, the themes addressed in the training included: Digital Technologies, Problem Solving, Studies of the Five Thematic Units of the Common National Curriculum Base (BNCC) in the area of Mathematics, Active Methodologies, Ethnomathematics, The importance of Mathematics and Assessment. For these training meetings, a Virtual Learning Environment was created using Google Meet, a video communication service and Google classroom for the course teachers to insert the questionnaires, the activities proposed by the trainer teachers and the memories of the day , thus producing the material for analysis. With the Interpretative Analysis of these materials, it led us to raise the positive and negative points of this training, providing everyone with exchanges of experiences, technological challenges being broken, with different strategies and moments of constructive reflections, evaluations and re-elaborating knowledge about pedagogical practices in the teaching and learning of Mathematics and that the Continuing Education of Teachers is opportune for the improvement of the pedagogical practice.

The objective of the research was to study the learning needs of biological knowledge among high school students from a public school, in Tangará da Serra, Mato Grosso. The research problem was to know what are the learning needs of biological knowledge of high school students from a public school, which would allow the planning of pedagogical intervention? Assuming that among high school students there are difficulties in the construction of biological knowledge that constitutes indicators of learning needs and, therefore, required pedagogical intervention to better promote scientific learning. For this, we adopted as methodological procedures the bibliographic analysis, for systematic literature review, and the survey with the application of a questionnaire through the SurveyMonkey system. The data obtained with a questionnaire were treated using basic statistics with frequency analysis and graphs. And, both in the bibliographic analysis and in the few qualitative questions inserted in the questionnaire, the data were analyzed using the Content Analysis technique (Bardin, 2018), for categorization. The research universe consists of 1,129 high school students (from the 1st to the 3rd year), which resulted in a sample of 247 participants, through the snowball sampling. The Covid-19 Pandemic factor interfered with the research process, since most students do not have access to the internet at home. The results of the research show that when there is no learning of the biological knowledge of the 247 participating students (except for those who did not answer some questions): in relation to the content of the discipline: 180 students answered that it was “a complex subject of difficult to understand ”; in relation to the teacher: 119 of them affirm that “they do not understand what the teacher teaches” and 55 that “they do not like the teaching methodology used by the teacher”; in relation to the class (class): 111 state that “the class is undisciplined and hinders the progress of classes”; in relation to the family: 197 students stated that they had no family problems that would hinder the development of learning. As for the level of difficulty in learning Science / Biology content: of the 244 that answered question 85, they said they were medium and 36, low level. And, that the contents of greatest learning difficulty, who would like to do revision studies, are those of cytology and human reproduction, 61 out of 163 that answered the question and the plant kingdom and biological nomenclature 30 out of 82. Therefore, the data corroborate with the hypothesis, since among the research participants there are indicators of needs that require pedagogical intervention to mitigate the construction of biological knowledge, for the development of scientific skills.

In this research, we aim to highlight the perspective of teachers who teach Mathematics in Basic Education in relation to the way in which the BNCC explains the themes of Financial Education and Financial Mathematics. The guiding question of the research is: What are the perceptions and understandings of teachers who teach Mathematics in relation to the presence of the themes of Financial Education and Financial Mathematics at BNCC? Our theoretical contribution is among several authors and researchers who emphasize the themes of Financial Education and Financial Mathematics in Elementary and High School. Methodologically, we base ourselves on the assumptions of a qualitative approach, to collect, describe and analyze the data, produced in the Participant Research modality. To collect the data, we used the discussion forums of the Financial Education Extension Course in the context of the Common National Curriculum Base (BNCC), carried out by GEPEME/UNEMAT in 2019. The Extension Course consisted of 379 registered Teachers from 164 Municipalities of 24 States of Brazil. 263 Teachers who teach Mathematics in Basic Education schools participated actively in all modules and stages of the course; Academics in the final phase (from the 5th semester) of the Licentiate Degree in Mathematics and teacher trainers from various institutions in Brazil. Data were produced through interactions between the participants of the Extension Course in the Discussion Forums. To analyze them, we used Content Analysis from the perspective of Bardin (1977) and Rodrigues (2019), which enabled us to create three Categories of Analysis: (i) Financial Education in Schools and BNCC; (ii) Financial Education in the training of teachers who teach Mathematics; and (iii) Financial Mathematics and its relationship with Financial Education in the classroom, through which we interpret through a dialogical movement – interlocution of data with the concepts highlighted by the theoretical contributions of the research – which provided us with understanding of the investigated object.

This research was carried out aiming to study the contributions of the Portuguese Language in the comprehension of mathematical statements. The research problem was determined in two questions, one central and one secondary: What are the contributions of the Portuguese Language in the understanding of mathematical statements in the teaching-learning process? And, how is the study of Portuguese Language configured in the curricula of undergraduate Mathematics in Universities located in Mato Grosso? We sought to answer these two questions throughout our qualitative research, of which we had only an initial hypothesis regarding the first question, we assumed that not knowing the morphosyntactic and semantic structure of the Portuguese Language (LP) can hinder the development of writing ability, interpretation and understanding of mathematical statements in the teaching-learning process, as it requires coherence and linguistic cohesion that favor the resolution of mathematical problems. For the second question, there was no initial hypothesis. To achieve the proposed objective, we opted for a bibliographic, documentary and field research. The documentary research consisted of: the study of the insertion of Portuguese Language or related subjects in the initial formation of the Mathematics teachers, in four Universities located in the State of Mato Grosso (IFMT, UFMT, UNEMAT and UNIC), in order to analyze the Pedagogical Projects of the Degree Course in Mathematics and; in the morphosyntactic and semantic analysis of the statements of the mathematical equations present in the tests and didactic activities carried out by the teachers of Elementary and Secondary Mathematics, from 3 state schools located in Araputanga-MT, in order to diagnose the presence and absence of cohesion and textual coherence, and the meaning of the statements that favor the understanding or not of the statements. The field research took place through semi-structured interviews for data collection, applied to a sample of 10 high school mathematics teachers from State Schools located in Araputanga-MT. The data collected in the field research were analyzed using the content analysis technique, in which six categories were created throughout the data analysis. The results showed that teachers present formative needs in text production and interpretation, grammar rules, verbal and nominal agreement, textual coherence and cohesion, etc. Regarding the insertion of the Portuguese Language or related subjects in the curricular structure of the undergraduate courses in the researched universities, only one offers such subject in 3 courses: UNEMAT (Barra do Bugres, Cáceres and Sinop). In the analysis of 14 tests and didactic activities we found the presence of a few spelling errors and situations of semantic inconsistency that compromise the comprehension of utterances, because mathematics teachers do not construct utterances, copy them from books and databases, compromising the capacity for creativity and professional innovation.

On-the-job training provides educational professionals with the formative moment of improvement and reflection of pedagogical practice, reflecting directly on their professional practice. Thus, the research aimed to identify, analyze and describe the training needs of high school chemistry teachers from the State Schools located in Tangará da Serra-MT, to understand the professional practice of these teachers and expand future studies on the analysis of in-service teacher training needs. Methodologically, we use bibliographic research through literature review and; the survey with the application of the questionnaire via the Survey Monkey data collection and analysis system and whose data were analyzed using basic statistics techniques: frequency and percentage analysis. The research sample consisted of 13 chemistry teachers who work in high school, in a universe of 15 teachers from the state school system. The results suggest that the research subjects are partially satisfied with the “in-service training” offered by the state school system where the main reasons for participating in this training are “keeping up to date”, “improving professional performance”, “Point counting for class assignment” and “my commitment and enthusiasm for lifelong learning”. And, we find that teachers face difficulties that express or indicate formative needs organized into four categories: 1st - Difficulties in the construction of "tests", 2nd - Teamwork, 3rd - Pedagogical development for teaching and 4th - Teacher-student relationship- management team. However, the 3rd Category obtained a higher frequency of response in the following analysis subcategories: “Matching chemical contents with students' daily lives” (75%); “Develop didactic activities based on projects, problems and research” (69.23%); “Production of teaching material” (66.67%); “Develop teaching methods and techniques” (61.54%). In 1st Category: Difficulties in building “tests” for visually impaired students (61.54%) and Difficulties in building “tests” for students with other disabilities such as deafness and Global Developmental Disorders with (46.15%) ) Give me an answer; hearing impaired (41.67%); with intellectual disabilities (41.67%) and for students with learning disabilities (dyslexia, dyscalculia, dysortography, etc.) with (38.46%) answers. Regarding the content that they consider most relevant to in-service training because it presents greater complexity for teaching in the first year of high school: “Chemical calculations: Stoichiometry” (61.54%). For the second year of high school: “Electrochemistry and electrolysis” (76.92%). Already in the third year of high school: "Organic reactions" and "Isomeria cis-trans or geometric" with (53.85%) ". Thus, we can verify that the subcategories describe teacher training needs that require formative intervention, in order to solve or minimize the problems faced by the research participants.

This paper deals with the autistic student's family cultural context and its relationship with the school. The Autistic Spectrum is a pathology that affects neurodevelopment, whose symptoms manifest in the first three years of life, presenting social, communicational and behavioral deficit. Thus, we present the following question: how is the composition of the multiple dimensions of the family cultural context of the student with Autistic Spectrum Disorder and the construction of the family's view of autism and the different aspects of its social and cognitive development? This matters because it helps the family and school to develop math and science education. In this research we will adopt qualitative methodology and make a study from the ethnographic perspective, which is a study that describes the culture of peoples, their language, race, religion, habits. The present work aims to introduce fundamental concepts of Urie Bronfenbrenner's approach in the theory of human development to Bioecology, propositions of this theory PPCT (Person-Process-Context-Time) and, in the basis of Ubiratan D'Ambrosio with the approach of Ethnomathematics, among others. authors that define autism as: Gaiato, Salvador, Teixeira, Grandin, Cunha, Freire, Brites and legislation on the subject. It is hoped that this study will contribute as a source of information to education professionals, parents, finally, all who live with the autistic, so that they can reflect and strengthen their practice in the search for a closer relationship between family and school, to enhance student development. From these results we can conclude that we still need a lot of studies and training on the subject. We also point out, in this research, some attitudes and events that manifest exclusion in relation to autists in schools and in the family.

Fractal Geometry is one of the areas of mathematics that studies irregular, broken shapes that cannot be represented only by that geometry, usually studied in school; squares, triangles, circumferences, etc., but they have fascinating visual structures and a curious pattern. Whose research has shown that they draw the attention of students of Basic Education, contributes to the perception of these students to other geometric forms that exist in the world, and further, can favor their learning, for various mathematical concepts beyond geometry, by studying these ways. GeoGebra software, on the other hand, is a digital technology, used in mathematics teaching, as a resource that favors classroom dynamism, allowing students to: create, move, change color, calculate, explore and investigate mathematical concepts of their buildings. . With this in mind, this research presents practices of teaching mathematics with fractals for Basic Education, conducted during the course ENFRAC: Teaching Mathematics with Fractals, developed at the UNEMAT Campus of Barra do Bugres - MT, and aimed at teachers who teach Mathematics in the State of Mato Grosso. Among the practices performed at ENFRAC, the ones that stood out were those developed with GeoGebra software, showing that this digital technology is an important resource for the teaching of Fractals. Given this, the research of this work sought to investigate: how to develop mathematics teaching practices with fractals and using this software in practices for Basic Education. For this we used the qualitative approach and triangulation for the production and analysis of data, which resulted in two possibilities of teaching mathematics with fractals for basic education, which can contribute teachers who teach mathematics in their teaching practices. Thus, it is hoped that this work will encourage other teachers who teach mathematics to use GeoGebra in the teaching of Fractals, and also to disseminate the teaching of this important geometric knowledge, little addressed in Basic Education.

This study entitled Cultural Cartography of Paulo Freire State School: Subjects, Tensions and Articulations in/of Science Education is the result of research carried out in a rural school, and its object was the teaching process of Paulo Freire School. The school is located on Antonio Conselheiro settlement (95 km) with adjoining rooms in the district of Nova Fernandópolis, 54 km far  the headquarters of the municipality of Barra do Bugres. Its audience is characterized by students from family farming who are part of the MST or Small Farmers' Associations, or people who have had a life in the countryside, riverine residents on the banks of the Juba and Sepotuba rivers, and workers employed in surrounding farms. The general objective of this research was to understand the weaving and textures of the cultural fabric that constitutes the subjects that are part of the human scenario of Paulo Freire School and to reflect how their tensions articulate science teaching within the institution. . The questions that built the research problem were: Which social groups are present in power relations and teaching? Which cultural and / or identity tensions articulate with science teaching at school? Which textures and textures of the cultural plot constitute the school scenario? Whose service is this school / education? The search for answers to these questions provided the arrows in the way of understanding the articulation of teaching at school, allowing the cartography of cultural subjects and the reflection of relationships with differences. The methodology was a qualitative research of ethnographic nature based on participatory observation, the method of his life stories - MHV- using semi-structured questionnaires and observation of teaching practice, that was characterized as an important instrument for enabling the production of content provided directly by the subjects. The results obtained in this work allow a fruitful reflection on the importance of knowing cultural subjects and their tensions, and how and as a cultural plot by each thread they represent in the teaching of science and in the relations within the rural school. As is known, the encounter in place and space generates cultural conflicts, but they can be overcome when the subject knows himself and his culture and is built on respect for the other and their way of life and identity traditions.

The approach of matters connected to sexuality is not always an   easy task, since historically this theme is  wrapped in prejudice, beliefs, taboos and singular values, which are different time of generation in generation. Consequently, addressing this issue has generated discomfort and insecurity among education professionals and talking about it has not been a priority in schools. From this perspective, question how does the approach on the theme Sexuality develops in the pedagogical practices of teachers working in theearly years of elementary school? The general objective is to identify and understand how the approaches to sexuality are implemented in the pedagogical practices of teachers who work in the early years of elementary school in a school in Araputanga, state of Mato Grosso. The theoretical basis is based on the conceptions of authors who argue that the production of knowledge and the study of sociocultural relations are also tasks of school institutions, which are multicultural spaces for the dissemination of knowledge and, consequently, for the formation of identity. A qualitative approach research was conducted, along the lines of an action research. The methodological proposal sought to build a space for discussion and reflection in order to enable new knowledge for the research process. To obtain the data, the technique of the diagnostic questionnaire, the discussion group and the interview were used, strategies that allowed the exchange of information, and constituted an incentive for the participants to express their opinions about the object investigated. Data were  analyzed based on Bardin (2016) and Minayo (2009), based on the Content Analysis method, in the Thematic Analysis modality.Preliminary analysis of the data found that one of the challenges of the school and teachers is still that the full education of children, based on their full development, including sexual, be transferred from the role, references and laws for adequacy, in fact, in educational institutions based on ethical and political principles. Previously, it was found that the lack of an approach to this topic may be related to embarrassment, taboos, dogmas, fears, shame, religion and also to personal resistance, among many other factors that allied with the issue of proper training.

A educação escolar indígena no Brasil desde os primórdios da colonização dinamiza-se entre dilemas e desafios, pois trilhar pelos caminhos dessa modalidade é adentrar no campo da construção e reconstrução de saberes, poderes e sentidos dos sujeitos com o meio no qual estão inseridos. Nesta perspectiva, o objetivo desta pesquisa é compreender, utilizando-se Trabalhos de Conclusão de Curso (TCC), da turma do período de 2011-2016, da Faculdade Indígena Intercultural – FAINDI, como o ensino de Ciências Matemáticas e da Natureza está sendo abordado nestes trabalhos. De natureza qualitativa, do tipo documental, busca-se nesta investigação identificar informações factuais em documentos como: RCNEI, BNCC, CF, OCDE - MT, PPC do Curso de Licenciatura Intercultural Indígena – Ciências Matemáticas e da Natureza (FAINDI – UNEMAT), e os TCC desta turma. Ao realizarmos qualquer estudo de natureza antropológica, como é este o caso, há a necessidade de não agir de forma etnocêntrica, colocando convicções e saberes mediados acima da tradição do outro. Esta pesquisa se justifica porque faz- se necessário analisar e refletir sobre as percepções dos povos indígenas acerca dos conceitos científicos, sem julgamento de valor, fundado nas premissas da ciência moderna. Apesar das crenças em saberes tradicionais serem intrínsecas aos diferentes grupos sociais existentes, é preciso enfatizar que, diferentemente de tais conhecimentos, os saberes científicos são definidos a partir de comprovações, não demonstrando tanta tolerância e lacunas para o ceticismo.  Sabe-se, pois, que por muito tempo, a ciência ignorou tais conhecimentos devido à ausência de comprovação mediada por estudos científicos. Todavia, é possível perceber que atualmente este cenário tem mudado, pois muitos estudos estão sendo realizados em comunidades tradicionais (aldeias, por exemplo) e procuram recuperar essas alternativas conhecidas entre os habitantes daquele local. 

Thinking can be considered an arduous task. If we consider the wide variety of goods and services and the complexity surrounding some decision making, we understand the need for the subject to be financially educated. Technological evolution has been impacting the behavior and habits of people, bringing comforts never before imagined, but also greater exposure and facilities to practices aimed at an unsustainable consumption. However, the same technologies can also contribute to the development of proposals aimed at the financial education of society, especially of children and young people who are still in the learning phase to work within the financial system. Studies have shown that the use of digital objects in education enables students to be co-authors of their learning. Thus, this research was developed with the purpose of analyzing the potentialities and limitations of using Scratch software for the teaching of financial education. This is a qualitative study with a participant research characteristic. This research work was developed with students of the seventh and eighth grade of elementary school of a state public school in the city of Barra do Bugres-MT. For data analysis the analytical induction method was used. The results analyzed a priori show that the use of Scratch has stimulated dialogue / discussion on financial issues among students, encouraged teamwork, and encouraged the development of creativity and autonomy, increasing the motivation for studies on the subject. The main difficulty observed concerns the time to build the animations in the software.

This research aimed to understand the internal contradictions that emerged while working with digital technologies for the production of mathematical cartoons in the initial formation. The research participants were students of the Full Degree in Mathematics course at the State University of Mato Grosso (Unemat). The data obtained were analyzed qualitatively, based on the types of discursive manifestations of contradictions proposed by Engeström and Sannino (2011). In the speeches of the participating subjects, we tried to find linguistic clues, identifying which ones corresponded to discursive manifestations of contradictions and then classifying them as one of the four types presented by the authors. In this research, I chose to add a fourth phase; In it, based on the discursive manifestations of contradictions and the movements of the activity system, I analyze what level of internal contradiction is occurring at a given moment in the work. The research methodology adopted was that of the teaching experiment, which made it possible to understand, in more detail, the actions of the subjects during the course development. The procedures and instruments for data production were: questionnaires, interviews and participant observation. During the last procedure, logbooks and audio and video records were used. The cartoons were produced in pairs, each holding ten four-hour meetings. The results indicate that the idealized pedagogical approach contributed to the emergence of contradictions, because during the course of the course, each pair chose a mathematical content of their interest, from which they had to study and build a script for the cartoon. The resolution of the contradictions that emerged in these moments influenced the reasoning of the subjects, contributing to the learning of mathematical concepts. The emergence of contradictions and their resolution were driving factors in the development of the course. Moreover, such contradictions acted as driving springs, which caused changes in the subjects' activity systems, pointing to disruptions that contributed to the teaching and learning processes of mathematics.

Digital technologieshavesignificantlymodification intheformof communication andhumanrelations in actual society. In thiscontext, thepresentresearchaimedtoprovideandstudycontinuingformationintegrating digital technologyresources, withanemphasisonknowing its limitsandthepossibilitiesof use in theteachingofChemistry. In thiscontext, toreinforcetheteachingofChemistry, in thescopeofprimaryandsecondaryteaching, thepresentresearchsoughttoanswer, whatteachers' perceptionsregardingthe use andimportanceof digital technologies? Howtostrengthenthepresenceof digital learningobjects for teachingchemistry in a practical perspective? Toanswerthisquestion, methodologically, theResearch-Formationwasadoptedandits proceduralaspectsensured in: experiencing, understanding, interpretingandcommunicating. In thecoursecomprisingtheinstrumentsproductionand data collection, were: conversationwheel, observation, field notes, audiorecordingandquestionnaires. In orderto observe the reality, todevelopthe training, tounderstandthe set of procedures andtoanalyzethe data, theinductivemethodwasused.Fromtheanalysisofthe data emergedthreecategories: i) Continuedformationwithresourcesof digital technologies in times ofcyberculture; ii) The teachers' perceptionoftheteachingofchemistryalliedto Digital Technologies, andiii) Digital learningobjects for teachingchemistry in a practical perspective. The resultsindicatedthatthere are different approaches andfamiliaritiesofteachers in relationto TD in theirpedagogicalpractices. In addition, it wasverifiedthattheformationrequirementsoftheteachingprofession are verybroad, infrequent, thatis, incomparabletotheadventofcyberculture.As for thepossibilitiesoffered in thespaceofcontinuousformation, they are confirmed in thesenseofknowingdifferent realities, joint reflection, as well as moment for proposing dialogues withsuggestions for difficultiesfaced in thedailyworkofschool. Theyhavealsoshownlimitationsthat in some cases thescarceresourcesofavailable digital technologies are conceived in thecontextofunderutilizedchemistry classes. Thus, it isunderstoodthattheproposedcontinuingeducationhascontributedtothestrengtheningofpedagogicalpractices for theteachingofchemistry, throughactions, exchangeofexperienceandcollaborativeparticipationofpedagogicalproposalswiththeseresources.

Digital technologieshavesignificantlymodification intheformof communication andhumanrelations in actualsociety. In thiscontext, thepresentresearchaimedtoprovideandstudycontinuingformationintegrating digital technologyresources, withanemphasisonknowing its limitsandthepossibilitiesof use in theteachingofChemistry. In thiscontext, toreinforcetheteachingofChemistry, in thescopeofprimaryandsecondaryteaching, thepresentresearchsoughttoanswer, whatteachers' perceptionsregardingthe use andimportanceof digital technologies? Howtostrengthenthepresenceof digital learningobjects for teachingchemistry in a practical perspective? Toanswerthisquestion, methodologically, theResearch-Formationwasadoptedandits proceduralaspectsensured in: experiencing, understanding, interpretingandcommunicating. In thecoursecomprisingtheinstrumentsproductionand data collection, were: conversationwheel, observation, field notes, audiorecordingandquestionnaires. In orderto observe the reality, todevelopthe training, tounderstandthe set of procedures andtoanalyzethe data, theinductivemethodwasused.Fromtheanalysisofthe data emergedthreecategories: i) Continuedformationwithresourcesof digital technologies in times ofcyberculture; ii) The teachers' perceptionoftheteachingofchemistryalliedto Digital Technologies, andiii) Digital learningobjects for teachingchemistry in a practical perspective. The resultsindicatedthatthere are different approaches andfamiliaritiesofteachers in relationto TD in theirpedagogicalpractices. In addition, it wasverifiedthattheformationrequirementsoftheteachingprofession are verybroad, infrequent, thatis, incomparabletotheadventofcyberculture.As for thepossibilitiesoffered in thespaceofcontinuousformation, they are confirmed in thesenseofknowingdifferent realities, joint reflection, as well as moment for proposing dialogues withsuggestions for difficultiesfaced in thedailyworkofschool. Theyhavealsoshownlimitationsthat in some cases thescarceresourcesofavailable digital technologies are conceived in thecontextofunderutilizedchemistry classes. Thus, it isunderstoodthattheproposedcontinuingeducationhascontributedtothestrengtheningofpedagogicalpractices for theteachingofchemistry, throughactions, exchangeofexperienceandcollaborativeparticipationofpedagogicalproposalswiththeseresources.