Dissertações/Teses

2024
Dissertações
1
  • LUCINÉIA DE SOUZA GOMES
  • MODELAGEM MATEMÁTICA NA FASE DE ALFABETIZAÇÃO: REFLEXOS DE UMA FORMAÇÃO CONTINUADA ONLINE COM PROFESSORES QUE ENSINAM MATEMÁTICA 

  • Orientador : MÁRCIO UREL RODRIGUES
  • Data: 27/02/2024


  • Mostrar Abstract
  • In this research we aim to investigate the training possibilities of an online extension course involving the insertion of Mathematical Modeling in the Pedagogical Practice of Teachers who teach Mathematics in the Literacy Phase (1st and 2nd years) of Elementary School. In seeking to meet the objectives of this research, we constituted the following guiding question: What are the training possibilities of an online continuing education course for the insertion of Mathematical Modeling in the pedagogical practice of teachers who teach Mathematics in the Literacy phase (1st and 2nd year) of Elementary School? Methodologically, we used qualitative research in the Research-Training modality to describe, analyze and interpret the responses of 76 teachers participating in an online extension course entitled: Mathematical Modeling in the Literacy Phase, carried out by the Study and Research Group on Mathematics Education in Schools - GEPEME/UNEMAT in May 2023 with a workload of 60 hours. To collect the data, we used two online questionnaires on Google Forms. To analyze the data, we used Content Analysis from the perspective of Bardin (1977) and Rodrigues (2019), which provided us with the definition of 16 Record Units, which, articulated together, constituted two Analysis Categories – (i) Contributions of the Extension Course – Mathematical Modeling in the Literacy Phase; (ii) Aspects and Perspectives of Mathematical Modeling for Pedagogical Practice in the Literacy Phase, through which we carry out our interpretation through a dialogical movement – interlocution of data with concepts guided by the theoretical contributions of the research. As results, we infer that the use of Mathematical Modeling in the Literacy phase provides teaching of mathematical content in a contextualized, interdisciplinary way and connected with problem situations in children's reality and daily lives. Furthermore, the analyzes explained through the “voices” of teachers show that this Training Research contributed to the insertion of Mathematical Modeling in the pedagogical practice of teachers who work in the literacy phase through an experience involving the elaboration of educational projects. Mathematical Modeling to be implemented with children in the 1st and 2nd years of Elementary School.

2
  • CÉLIA APARECIDA DIAS FERREIRA LOUZADA
  • TABUADA NA PRÁTICA PEDAGÓGICA DE PROFESSORES QUE ENSINAM MATEMÁTICA NOS ANOS INICIAIS

  • Orientador : MÁRCIO UREL RODRIGUES
  • Data: 28/02/2024


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

3
  • ARISTIMAR ROBERTO DE OLIVEIRA
  • PRÁTICAS PEDAGÓGICAS DE PROFESSORES QUE ENSINAM MATEMÁTICA NOS ANOS INICIAIS NO CONTEXTO DO AVALIABARRA

  • Orientador : MÁRCIO UREL RODRIGUES
  • Data: 29/02/2024


  • Mostrar Abstract
  • In this research we aim to investigate the way in which Avaliabarra influenced the pedagogical practices of Teachers who Teach Mathematics in the initial years of Elementary Education in schools in the municipal education network of Barra do Bugres/MT in the year 2022. The guiding question of the research is: What were the influences of Avaliabarra on the pedagogical practices of teachers who teach Mathematics from the 1st to 5th years of Elementary School in the municipal education network of Barra do Bugres in the year 2022? Methodologically, we used qualitative research to describe, analyze and interpret the responses of 48 teachers participating in Avaliabarra who responded to a Google Forms questionnaire. To analyze the data, we used Content Analysis from the perspective of Bardin (1977) and Rodrigues (2019) , which provided us with the creation of 21 Registration Units with a total of 240 recurrences that were articulated among themselves, through confluences and divergences, to configure three Analysis Categories, being: (i) Avaliabarra as an Assessment Policy external; (ii) Curriculum evaluated in the Pedagogical Practices of Early Years Teachers; (iii) Post-pandemic Student Learning Recovery, through which we carry out our interpretation through a dialogical movement – interlocution of data with concepts guided by the theoretical contributions of the research. As a result, we infer that Avaliabarra contributed to teachers being able to have a systematic diagnosis of students' consolidated learning and gaps in each two-month period of 2022, thus providing a constant reorganization of teachers' planning to address and overcome learning gaps. identified. Furthermore, the analyzes explained through the “voices” of teachers who teach Mathematics in the initial years of Elementary School show that Avaliabarra as a learning monitoring and management program contributed to pedagogical practice with guidance through pedagogical feedback and continued training. focused on recovering unachieved skills so that interventions in the classroom provide an improvement in the teaching and learning processes of students in schools.

4
  • MARCELA ZORATTI DE SOUZA
  • ENSINO DE CIÊNCIAS NOS ANOS FINAIS DO NÍVEL FUNDAMENTAL: SENTIDOS E DESAFIOS DA FORMAÇÃO CONTINUADA EM EDUCAÇÃO SEXUAL

  • Orientador : CLÁUDIA LANDIN NEGREIROS
  • Data: 06/03/2024


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

5
  • PRICILA FABENI
  • ENSINO BASEADO EM INVESTIGAÇÃO APLICADO NA  REVITALIZAÇÃO DA MATA CILIAR DO CORREGO BURITI  EM PONTES E LACERDA-MT

     


  • Orientador : FATIMA APARECIDA DA SILVA IOCCA
  • Data: 18/03/2024


  • Mostrar Abstract
  • E

    Environmental issues are a global concern, associated with the transformations that have occurred due to the activities of human interference in different environments, including water bodies. From this perspective, we ask, How can Research-Based Education (EBI) associated with the Revitalization of Córrego Buriti, in Pontes e Lacerda-MT, contribute to students' knowledge, making them competent subjects of the concepts and actions associated with this revitalization? The objective was to evaluate the use of EBI as a vector in teaching and learning research in Environmental Education (EA) in the process of revitalizing Córrego Buriti. The research was developed with 11 students from the 7th year and the 8th year of Elementary School. It included the participation of teachers responsible for the curricular components of geography, history, mathematics, science and IT. The research was developed based on a qualitative approach to investigative research from an interdisciplinary perspective. The research was approved by the Research Ethics Committee (CEP), and using the Free and Informed Consent Form (TCLE). The planning took place in meetings, defining joint actions with the Military School and the State University of Mato Grosso (UNEMAT), Campus Pontes e Lacerda. The actions were: application of an initial questionnaire, about the knowledge that students had regarding the environment; interviews with 3 local residents, to build the history of the Córrego; research on the geographic coordinates of the Stream; on-site visits to three points of the Stream (source, central part and mouth); collecting soil and water for analysis; measurement of the stream’s water flow; orientation seminars and recreation focused on environmental concepts, focused on water resources developed at the 1st Ten Military State School. PM Carlos Henrique Paschoiotto Scheifer (E.Military), at the Rosilei Pereira dos Santos Municipal School and the CEPEL School; planting of various seedlings on the banks of the Córrego Buriti; application of the final questionnaire to students, for comparison with the initial questionnaire; conversation circle with participants (students and teachers) and teacher evaluation of the actions developed. The results obtained in the actions developed in the research, by the students, were socialized in the form of reports, seminars, guided recess and conversation circles. To evaluate the investigative activities of each student, we adopted the investigative teaching sequences as a methodological reference, which include: problematization, systematization and contextualization. The EBI method allowed students to build a connection with the local environment in conjunction with reality, it also provided the opportunity to work on investigative activity, characterized by guided investigation, in which the teacher guides students on a given problem, and other processes and Resolutions are subject to student commitment. From this perspective, the method contributed to interdisciplinary learning, the development of research skills, active participation in the community, practical solutions and improvement proposals for the environment, with the beginning of the revitalization of the stream, the teaching of concepts beyond EA, making it possible to observe learning, which is under continuous construction, in the daily lives of these students.

6
  • SANDRA MARIA TAVARES SOUSA
  • REFLEXÕES SOBRE PRÁTICAS PEDAGÓGICAS COM TECNOLOGIAS DURANTE O PERÍODO DE PANDEMIA NA PERSPECTIVA DE PROFESSORES

  • Data: 20/03/2024


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

7
  • HOSANA AUXILIADORA TEIXEIRA CAETANO
  • EDUCAÇÃO MATEMÁTICA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: ESTRATÉGIAS DE MONITORAMENTO DA APRENDIZAGEM.

  • Data: 28/03/2024


  • Mostrar Abstract
  • This research, of a qualitative nature, aimed to investigate to what extent the development and implementation of learning monitoring in the recompositing and advances of mathematical knowledge in Elementary School - initial years in public schools in the municipal network of a city located in the interior of the State of Mato Grosso, constituted a favorable condition for improving students' academic performance rates, as well as for in-service teacher professional training processes. This project is divided into two studies. In Study 1, documentary analysis was carried out on the evaluation and monitoring of student learning, with priority given to the production of textual evidence on: (a) what should be executed, (b) what conditions are necessary for execution, (c) how to evaluate the efficiency of execution and (d) what are the roles of the teacher, coordinator and director in the process of evaluating and monitoring learning. As a contextualization of the research environment, the Curricular Reference Document of the aforementioned municipal network was used. Data from the Brazilian Educational Assessment System – SAEB/ 5th Year, in the area of Mathematics, and mathematical learning monitoring data produced by the Municipal Network, referring to the performance of 4th and 5th year students, in a time span from 2019 to 2022. In Study 2, semi-structured interviews were carried out with teachers and pedagogical coordinators effectively carrying out their duties in the selected schools. All documents and observed learning results were also analyzed from the perspective of the teacher participating in the research. After data collection, the Content Analysis methodology was applied to systematize and reflect on the perceptions of participating teachers and thus answer the following research questions: (i) what would be the impacts of the teaching guidelines in official documents referring to monitoring actions of learning mathematical knowledge in primary education in the early years? (ii) would learning mathematical knowledge be related to the execution of learning monitoring actions? It is accepted that answers to such questions support convergence with the promotion of knowledge committed to documenting the impacts of public educational policies with an emphasis on the extension of such impacts to the training processes of teachers who teach Mathematics in the initial years.

8
  • DAIANE SILVA PEREIRA
  •  


    TRAJETÓRIA DE ESTUDANTES INDÍGENAS EM ESCOLAS URBANAS DE TANGARÁ DA SERRA: desafios e possibilidade a partir do encontro de culturas


  • Orientador : ADAILTON ALVES DA SILVA
  • Data: 22/04/2024


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

2023
Dissertações
1
  • DANIEL VERNEQUE DIAS
  • O USO DO PENSAMENTO COMPUTACIONAL NO DESENVOLVIMENTO DE OBJETOS DIGITAIS DE APRENDIZAGEM COM O SOFTWARE SCRATCH


  • Orientador : MINÉIA CAPPELLARI FAGUNDES
  • Data: 06/02/2023


  • Mostrar Abstract
  • 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.

2
  • EDIVANIA AUGUSTO DOS SANTOS
  • MOBILIZAÇÃO DE CONCEITOS MATEMÁTICOS DAS FUNÇÕES AFIM E QUADRÁTICA UTILIZANDO O SOFTWARE GEOGEBRA: UMA FORMAÇÃO PEDAGÓGICA

  • Orientador : FERNANDO SELLERI SILVA
  • Data: 06/02/2023


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

3
  • HELTER ALEXANDRE BORGA DE MELLO
  • Potencialidades para o aprimoramento da aprendizagem de matemática no uso dos conceitos do pensamento computacional em atividades desplugadas para alunos do fundamental I.

  • Orientador : MINÉIA CAPPELLARI FAGUNDES
  • Data: 23/02/2023


  • Mostrar Abstract
  • 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).

4
  • MARCOS VINICIUS CARRIJO DE FREITAS
  • Experimentação no ensino de ciências: do processo formativo à prática pedagógica no ensino fundamental I

  • Orientador : FATIMA APARECIDA DA SILVA IOCCA
  • Data: 14/03/2023


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

5
  • MAYARA BARBOSA DA SILVA
  • OBJETOS DIGITAIS DE APRENDIZAGEM: UMA

    PROPOSTA PARA O ENSINO DE FUNÇÕES

  • Orientador : MINÉIA CAPPELLARI FAGUNDES
  • Data: 21/03/2023


  • Mostrar Abstract
  • 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.

6
  • MARIA CELÉZIA MENDES LEAL
  • A PRÁTICA DOCENTE NO ENSINO DE MATEMÁTICA NA EDUCAÇÃO DE JOVENS E ADULTOS (EJA) NO MUNICÍPIO DE DENISE – MT

  • Orientador : CLÁUDIA LANDIN NEGREIROS
  • Data: 23/03/2023


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

7
  • PAULO VITOR RODRIGUES DE BRITO
  • O USO DO MIT APP INVENTOR PARA O ENSINO DA MATEMÁTICA EM CONTEXTO ESCOLAR INDÍGENA

  • Orientador : DIEGO PIASSON
  • Data: 30/03/2023


  • Mostrar Abstract
  • 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.

8
  • ELIZABETE LIMA DOS SANTOS ARAGÃO
  • O ESTUDO DA RELAÇÃO ENTRE SISTEMA NERVOSO E APRENDIZAGEM NAS LICENCIATURAS EM CIÊNCIAS BIOLÓGICAS DAS INSTITUIÇÕES FEDERAIS DE ENSINO SUPERIOR BRASILEIRO

  • Orientador : KILWANGY KYA KAPITANGO A SAMBA
  • Data: 06/04/2023


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

9
  • NILSON AMANCIO DE JESUS
  • PERCEPÇÕES DOS PROFESSORES DE MATEMÁTICA DO ENSINO MÉDIO SOBRE A UTILIZAÇÃO DOS LIVROS DIDÁTICOS EM SALA DE AULA

  • Orientador : MÁRCIO UREL RODRIGUES
  • Data: 11/04/2023


  • Mostrar Abstract
  • 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.

10
  • ROSIANE SOUZA DA SILVA RODRIGUES
  • MODELAGEM MATEMÁTICA NA EDUCAÇÃO INFANTIL E ANOS INICIAIS DO ENSINO FUNDAMENTAL: UMA META-ANÁLISE DAS DISSERTAÇÕES E TESES PRODUZIDAS NO BRASIL (2010-2022)

  • Orientador : CLÁUDIA LANDIN NEGREIROS
  • Data: 11/04/2023


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

11
  • IRACI SANT'ANA LIMA TORQUATO
  • DIFICULDADES ESPECÍFICAS DE APRENDIZAGEM MATEMÁTICA  NOS CURRÍCULOS DAS LICENCIATURAS EM PEDAGOGIA NO ENSINO SUPERIOR PÚBLICO BRASILEIRO


  • Orientador : KILWANGY KYA KAPITANGO A SAMBA
  • Data: 13/04/2023


  • Mostrar Abstract
  • 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.

12
  • TAYANE REGINA CAMPANHOLI SANTOS
  • ESTUDO DA RELAÇÃO ENTRE SISTEMA NERVOSO CENTRAL E APRENDIZAGEM NAS LICENCIATURAS EM BIOLOGIA DAS UNIVERSIDADES ESTADUAIS BRASILEIRAS

  • Orientador : KILWANGY KYA KAPITANGO A SAMBA
  • Data: 14/04/2023


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

13
  • ADRIANE PEREIRA CARNEIRO
  • CONTRIBUIÇÕES DO PNAIC PARA A PRÁTICA PEDAGÓGICA DOS PROFESSORES ALFABETIZADORES NO ENSINO DE CIÊNCIAS DO MUNICÍPIO DE CONFRESA-MT.


  • Orientador : FATIMA APARECIDA DA SILVA IOCCA
  • Data: 03/05/2023


  • Mostrar Abstract
  • 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.

14
  • FERNANDA RAUBER ANSCHAU
  • Produções audiovisuais de Educação Financeira para o VI Festival de Vídeos Digitais e Educação Matemática

  • Orientador : DAISE LAGO PEREIRA SOUTO
  • Data: 17/08/2023


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

15
  • GILSON GOMES
  • LAB QUÍMICA VIDRARIAS: APLICATIVO MÓVEL COM CONCEITOS DE VIDRARIAS DE LABORATÓRIO EM LIBRAS

  • Orientador : SUMAYA FERREIRA GUEDES
  • Data: 30/09/2023


  • Mostrar Abstract
  • The teaching of chemistry in the perspective of inclusion of deaf students is challenging, because the peculiar language of chemistry has a lack of symbology in Libras. In the inclusion of the hearing impaired begins in the classroom, with the school assuming the role of integrator. Today, in this contemporary society, mobile applications and digital technologies have significantly impacted the way information is produced and shared instantaneously. As a result of technological advances, this study aimed to develop an application on the glassware of a chemistry laboratory to assist the teaching of deaf students. In order to achieve this goal, a qualitative approach was chosen, which sought to involve the participants in the production of data through dialogues. Within this scenario, the researcher was responsible for reading, structuring, interpreting and establishing interconnections between the answers. In this way, the results are shaped through both textual and numerical analyses, mirroring the intellectual effort invested by the researcher. To develop the application it was necessary to select the glassware from the structured material (handouts) made available to students in the state of Mato Grosso, entitled New High School, where contents contemplating the BNCC are presented. In the animation of the avatar Liah was used the Blender Software and Android Studio. The application built during this research, presents the following components: presentation screen, opening screen, presentation of the avatar Liah in Libras, list of glassware in Portuguese, interpretation of Leah in Libras of the glassware, description of the glassware in Portuguese, description of the glassware in the second language of the deaf (L2), in addition to the presentation of the navigation buttons totally intuitive for the best learning of the deaf student.In addition, the application has the potential to assist the process of teaching chemistry to deaf students, since the use of different resources can favor the participation and interest of students in the proposed activities. However, it is up to the regent teacher to explore this tool for the benefit of their classes and learning, especially of deaf students, who face great barriers in the teaching-learning process.

16
  • RODRIGO DA SILVA FERRAZ
  • ENSINO DE EQUILÍBRIO QUÍMICO BASEADO NO ENSINO POR INVESTIGAÇÃO COM O USO DE OBJETOS DIGITAIS DE APRENDIZAGEM NO ENSINO MÉDIO

  • Orientador : JOSÉ WILSON PIRES CARVALHO
  • Data: 03/10/2023


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

17
  • GEZIANA PEREIRA VIEIRA DOS SANTOS
  • MODELOS MATEMÁTICOS DESCRITOS E APLICADOS NO TRABALHO DO PEDREIRO

  • Orientador : JOÃO SEVERINO FILHO
  • Data: 01/12/2023


  • Mostrar Abstract
  • This research is about a study about the mathematical models described and applied in the work of the mason where, the civil construction professionals learned their work through observations of the day to day practice and they develop their work in a precise way, in some cases, not realizing the use of school mathematics. The objective is to develop a study on the different stages of the work of a civil construction professional, from the perspective of Mathematical Modeling. The research methodology was based on a qualitative approach, for which a bibliographical study was carried out for its theoretical foundation and also, field research of an ethnographic nature to investigate the different stages of the work of a civil construction professional, the research techniques were mainly the interview with the subjects and the observation of their daily work, in order to produce the necessary information. It was hoped, therefore, at the end of this work, to identify and discuss the implicit and explicit mathematical concepts in the mason's narrative and to present some mathematical models that describe aspects of civil construction.

18
  • MARCIEL SANTOS E SANTOS
  • "MULHERES, SABERES E SEMENTES: Coletoras do Amanhã Tecendo Redes de Resistências".

  • Orientador : JOÃO SEVERINO FILHO
  • Data: 01/12/2023


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

19
  • ROSANGELA LUCIA STRIEDER
  • TABELA PERIÓDICA INTERATIVA NO SCRATCH: UMA ABORDAGEM MATEMÁTICA DE PROPRIEDADES PERIÓDICAS NO ENSINO DE QUÍMICA

  • Orientador : JOSÉ WILSON PIRES CARVALHO
  • Data: 01/12/2023


  • Mostrar Abstract
  • In the context of science teaching, specifically in topics that address chemistry and the mathematical foundations applied to this area, we face considerable challenges. In addition, it is no longer possible to separate education from the environment permeated by digital technologies in which the student is inserted, that is, the use of technological resources in teaching is increasingly necessary. In this context, the objective of the research was to understand the contributions of the use of Scratch software in the teaching of science in the 9th grade of Elementary School through the construction of the interactive periodic table and interrelated concepts of Chemistry and Mathematics. This research was carried out with thirteen students of the ninth year of elementary school at the Professor João Batista State School, in Tangará da Serra-MT. This research sought to answer the following question that guided the construction of this work: How the use of the construction of the interactive periodic table in Scratch allows the mediation of the teaching of the calculation of the atomic mass, in the teaching of Chemistry in the 9th year of Elementary School, in the State School Professor João Batista in the municipality of Tangará da Serra, in Mato Grosso? Based on this questioning, an investigative didactic sequence was constructed and executed in face-to-face meetings, in which students had the opportunity to experience the contributions of using the Scratch software in science teaching in the 9th grade of Elementary School, through the construction of the interactive periodic table and interrelated concepts of Chemistry and Mathematics. This didactic sequence integrated the teaching of Chemistry and periodic properties in an interdisciplinary, contextualized and technological way, using the Scratch software to build the interactive periodic table. During the didactic sequence, students were encouraged to investigate and understand the relationships between chemical elements, their properties and their positions in the periodic table, through programming and interaction with the software. The inductive method was used in data analysis, emerging three categories: 1) Use of digital technologies and programming software; 2) Scratch software and interactive periodic table; and 3) Atomic Mass: an Interdisciplinary Perspective. The results indicated that the incorporation of digital technologies and programming software was well accepted by the students, awakening interest in the content. In addition, the school infrastructure was considered satisfactory with the use of Chromebooks to carry out the research. Building the interactive periodic table using Scratch Software presented initial challenges in understanding the commands, but they overcame them with involvement, practice and collaboration between them, improving their programming skills and showing that Scratch can be an engaging and motivating approach, encouraging creativity, autonomy, integrating chemistry concepts, allowing an exchange of knowledge and the development of essential skills. The interdisciplinary approach between Chemistry and Mathematics, using the interactive periodic table built in Scratch Software by the students, was effective in teaching atomic mass. Finally, the use of Scratch Software in teaching Chemistry proved to be an important resource, allowing an interdisciplinary and technological approach that favors both the school context and the understanding of important concepts in the area of Chemistry and Mathematics.

20
  • ALÉX JÚNIOR PEREIRA DA SILVA
  • POKÉMON LIVE E A ATIVIDADE MATEMÁTICA NOS ANOS INICIAIS

  • Orientador : DAISE LAGO PEREIRA SOUTO
  • Data: 12/12/2023


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

21
  • RENÊ VIEIRA LIMA
  • A Formação de Professores de Matemática na Região Médio-Araguaia/MT

  • Orientador : ADAILTON ALVES DA SILVA
  • Data: 12/12/2023


  • Mostrar Abstract
  • Research about the formation of mathematics teachers in the Araguaia region; a territorial space understood from Ribeirão Cascalheira to Vila Rica in the state of Mato Grosso, consists of the investigative process carried out with a methodological procedure of qualitative approach in the perspective of the oral history. With the objective of researching the process of formation of the mathematics teacher and its sociopolitical implications in the Middle-Araguaia region. There were two groups composed of five mathematics teachers graduated from the Unemat de Luciara project, in their classes 1 and 2, corroborating to present the historical version of mathematics education, through the narratives, on the training itineraries constituted of the theoretical assumptions of teacher training. The main theoretical pillars that underlie this research deal with the contributions of D'Ambrosio, Tardif, Nóvoa and Paulo Freire with the points that converge on teacher training from the perspective of the humanization of teaching and, in our case, the teaching of mathematics. The historical context of the training permeates the analysis of historical documents on education in the Middle-Araguaia region, social movements with aspects of the implementation of popular education, schooling through Gea, Inajá and the Parceladas Project.

22
  • IZAMARA CIRQUEIRA BINI
  • MODOS SEMIÓTICOS EM CARTOONS PRODUZIDOS PARA O VI FESTIVAL DE VÍDEOS DIGITAIS E EDUCAÇÃO MATEMÁTICA

  • Orientador : DAISE LAGO PEREIRA SOUTO
  • Data: 15/12/2023


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

23
  • JOSÉ CARLOS DE SOUSA ARAÚJO
  • Aplicativo Tab-Libras: Tabela Periódica interativa para o ensino de Química a estudantes surdos e ouvintes

  • Orientador : SUMAYA FERREIRA GUEDES
  • Data: 15/12/2023


  • Mostrar Abstract
  • Chemistry teaching and learning processes are based on the incessant quest to clarify and decode the characteristics of a complex and abstract area. Considered to be an experimental science that combines theory and practice in a dialectical relationship, trying to achieve Inclusive Education for deaf students (ES) and hearing students (EO) challenges teachers and Sign Language Interpreters (TILS). In this context, we aimed to contribute through the Tab-Libras mobile application to the teaching of chemical elements from the Periodic Table (TP) as RDTA to ES and EO high school students. With a qualitative approach, this research sought to highlight scientific productions in Google Scholar, SciELO, CAPES and BDTD, as well as applications in the Google Play Store that related to Digital Technologies (DT) and Digital Assistive Technologies (DAT) in the teaching of Chemistry for the deaf in the period from 2017 to 2021. Reflections on the concerns inherent in Inclusive Education in the perception of three chemistry teachers (PQ) and two TILS were demarcated. The methodology adopted was semi-structured interviews using the Google Meet platform and online questionnaires using Google Forms. The production of the mobile application for the Android platform, Tab-Libras, of the bilingual chemistry glossary type, with animation of a humanoid avatar, "Liah", applied in the Blender program, used the Android Studio IDE with the Kotlin Language, with display of the interpretation of chemical elements in Libras. After creating the prototype, the instruments used to produce data on the app's usability are: semi-structured interviews, both synchronous and asynchronous, and the Focus Group technique. The participants in this research are 3PQ, 3TILS, 1ES, 1EO, 1TILSPQ and a group of five deaf people outside the last stage of Basic Education, High School, located in the cities of Barra do Bugres, Campo Novo do Parecis, Nova Olímpia and Tangará da Serra/MT. The data was processed by compiling the information and using the characteristics of content analysis. The results of the analysis indicate that the Tab-Libras prototype is an intelligent, innovative, accessible idea that is easy to handle and install. In this sense, the research can reveal that to provide meaningful learning for ES, it is recommended that inclusion be guided by Libras, since the use of TAD can make it a protagonist in the abstraction of skills and abilities related to Chemistry. This, of course, gives rise to an epistemological line of criticality and autonomous thinking in the face of the multiple facets of interactive learning, which teachers, the primary subjects in the use of disruptive and dynamic teaching, can advocate through the usability of RDTA. Thus, the Tab-Libras app, in the view of the subjects participating in this study, can be added to learning on mobile devices, making it a would-be ally for chemistry classes and, with this, facilitating/contributing to the dynamization of the teaching process of the chemical elements of TP for ES and EO.

2022
Dissertações
1
  • FLAVIA HELOISA NOGUEIRA FRANCISCO
  • HIPERFOCO DO TRANSTORNO DO ESPECTRO AUTISTA COMO ESTRATÉGIA DIDÁTICA DA APRENDIZAGEM DE MATEMÁTICA

  • Orientador : KILWANGY KYA KAPITANGO A SAMBA
  • Data: 22/02/2022


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

2
  • ZELAIR OLEZIA DOS SANTOS
  • Formação Inicial e a Prática Pedagógica no Ensino de Ciências Naturais nos Anos Iniciais da Educação Básica

  • Orientador : FATIMA APARECIDA DA SILVA IOCCA
  • Data: 03/03/2022


  • Mostrar Abstract
  • 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.

3
  • MARIA MADALENA DA SILVA ANTUNES
  • HABILIDADES DO PENSAMENTO COMPUTACIONAL NO ENSINO DE GEOMETRIA COM TECNOLOGIAS DIGITAIS

  • Orientador : FERNANDO SELLERI SILVA
  • Data: 30/03/2022


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

4
  • SILVANA SANDRI
  • NECESSIDADES DE FORMAÇÃO PERMANENTE DE PEDAGOGOS DAS ESCOLAS PÚBLICAS ESTADUAIS EM BARRA DO BUGRES-MT

  • Orientador : KILWANGY KYA KAPITANGO A SAMBA
  • Data: 30/03/2022


  • Mostrar Abstract
  • 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.

5
  • VALMIR LOPES LIMA
  • NECESSIDADES FORMATIVAS SOBRE O USO DE RECURSOS DE TECNOLOGIAS DIGITAIS NO ENSINO REMOTO DE MATEMÁTICA, NAS PERCEPÇÕES DE PEDAGOGOS (2020-2021)

  • Orientador : KILWANGY KYA KAPITANGO A SAMBA
  • Data: 30/03/2022


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

6
  • ALICE FERREIRA GUIMARÃES
  • MEMÓRIAS DE PROFESSORAS QUE ENSINAM MATEMÁTICA NOS ANOS INICIAIS: SABERES-FORMAÇÃO-AÇÃO

  • Orientador : CLÁUDIA LANDIN NEGREIROS
  • Data: 26/04/2022


  • Mostrar Abstract
  • 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.

7
  • ROSIMAR PEREIRA DA SILVA
  • A SEMIÓTICA SOCIAL APLICADA EM VÍDEOS DE CONTEÚDO MATEMÁTICO DE UM CURSO DE FÍSICA A DISTÂNCIA    

  • Orientador : DAISE LAGO PEREIRA SOUTO
  • Data: 29/04/2022


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

     
     
8
  • LINDALVA FRANCISCA DE OLIVEIRA SILVA
  • HISTÓRIAS DE VIDAS, SABERES E PARTILHAS: ESPAÇOS HABITADOS POR ALUNOS DA EDUCAÇÃO DE JOVENS E ADULTOS

  • Orientador : JOÃO SEVERINO FILHO
  • Data: 04/05/2022


  • Mostrar Abstract
  • 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.

9
  • MÊIRIOR LUÍS TORRES
  • AVALIAÇÃO DO OBJETO DIGITAL DE APRENDIZAGEM AnReQuim POR ESTUDANTES DO ENSINO MÉDIO

     

  • Orientador : JOSÉ WILSON PIRES CARVALHO
  • Data: 27/05/2022


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

     

10
  • KARINA FONSECA BRAGAGNOLLO
  • DISCUTINDO A MATEMÁTICA DO GEOGEBRA NO ENSINO DA GEOMETRIA ESPACIAL

  • Orientador : WILLIAM VIEIRA GONÇALVES
  • Data: 01/06/2022


  • Mostrar Abstract
  • 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.

11
  • DANIELA SILVEIRA ROCHA
  • ENSINO E APRENDIZAGEM DE ESTATÍSTICA NAS DISSERTAÇÕES E TESES NO BRASIL: UM ESTADO DO CONHECIMENTO NO PERÍODO DE 2000 A 2021

  • Orientador : MÁRCIO UREL RODRIGUES
  • Data: 03/06/2022


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

12
  • AURINETE VIEIRA LIMA DA FONSECA
  • NUMERAMENTO APYÃWA

    Concepção e Método no Processo de Alfabetização

  • Orientador : ADAILTON ALVES DA SILVA
  • Data: 04/06/2022


  • Mostrar Abstract
  • 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.

13
  • PATRICIA MOURÃO RODRIGUES
  • TECNOLOGIAS DIGITAIS E SUAS POTENCIALIDADES PARA O ENSINO DE CIÊNCIAS, UMA ABORDAGEM NECESSÁRIA NO PROCESSO DE FORMAÇÃO CONTINUADA DE PROFESSOR

  • Orientador : JOSÉ WILSON PIRES CARVALHO
  • Data: 10/06/2022


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

14
  • PÂMELLA ALESKA DA SILVA SANTOS
  • Interttons: Interdisciplinaridade-com-Cartoons durante o Ensino Remoto Emergencial no Ensino Fundamental em Campo Novo do Parecis-MT

  • Orientador : DAISE LAGO PEREIRA SOUTO
  • Data: 24/06/2022


  • Mostrar Abstract
  • 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.

15
  • RAIMUNDA FERREIRA MENESES
  • O CURSO DE MATEMÁTICA DO PROJETO PARCELADAS EM BARRA DO BUGRES-MT

    Do Araguaia ao Paraguai!

  • Orientador : ADAILTON ALVES DA SILVA
  • Data: 27/07/2022


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

16
  • ANACLEI DE ALMEIDA AMARAL MATOS
  • RELAÇÕES ENTRE O PENSAMENTO ALGÉBRICO, GEOMÉTRICO E ARITMÉTICO EM UM AMBIENTE DE PRODUÇÕES COLABORATIVAS COM GEOGEBRA A PARTIR DO USO DA JANELA CAS

  • Orientador : WILLIAM VIEIRA GONÇALVES
  • Data: 01/08/2022


  • Mostrar Abstract
  • 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).

17
  • CARLA PATRICIA ARAÚJO CHAVES ANDREOTTI
  • A FEIRA CENTRAL DE TANGARÁ DA SERRA – MT: UM ESTUDO SOBRE O UNIVERSO ETNOGRÁFICO PRODUZIDO E HABITADO POR DIFERENTES PERSONAGENS

  • Orientador : JOÃO SEVERINO FILHO
  • Data: 26/09/2022


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

18
  • ELISANA MAIARA PÉRES DA SILVA
  • UTILIZAÇÃO INTEGRADA DO JUST-IN-TIME TEACHING (JITT) E PEER INSTRUCTION (PI) PARA O ESTUDO DAS SOLUÇÕES NO CONTEXTO DO ENSINO REMOTO EMERGENCIAL

  • Orientador : JOSÉ WILSON PIRES CARVALHO
  • Data: 29/09/2022


  • Mostrar Abstract
  • 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.

19
  • SELMA MARIA SILVERIO DA SILVA CABRAL
  • A Dinâmica do Encontro das Famílias Indígenas nos Espaços Urbanos de Matupá/MT e a Escola como um Lugar Multicultural

  • Orientador : JOÃO SEVERINO FILHO
  • Data: 29/09/2022


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

20
  • RAIZA MENDES BERTALHA
  • EDUCAÇÃO AMBIENTAL NA PRÁTICA PEDAGÓGICA DE PROFESSORES DE QUÍMICA

  • Orientador : FATIMA APARECIDA DA SILVA IOCCA
  • Data: 07/10/2022


  • Mostrar Abstract
  • 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.

21
  • ANDREIA RODRIGUES GERES
  • DEFASAGEM DE APRENDIZAGEM MATEMÁTICA UM ESTUDO NO QUINTO ANO DO ENSINO FUNDAMENTAL NO MUNICÍPIO DE BARRA DO BUGRES – MT 

  • Orientador : KILWANGY KYA KAPITANGO A SAMBA
  • Data: 13/10/2022


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

22
  • SANDRA MORENO DE ASSIS SANTOS
  • POTENCIALIDADES DO ESPAÇO FORMATIVO DA FEIRA DE MATEMÁTICA PARA AS PRÁTICAS LETIVAS DOS PROFESSORES QUE ENSINAM MATEMÁTICA NOS ANOS INICIAIS

  • Orientador : MÁRCIO UREL RODRIGUES
  • Data: 07/11/2022


  • Mostrar Abstract
  • 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.

23
  • EDVALDO BERNARDINO DE FARIAS
  • ENSINO REMOTO EMERGENCIAL: COM A PALAVRA, OS GESTORES DE FORMAÇÃO DAS DRE/CEFAPRO - MT

  • Orientador : DAISE LAGO PEREIRA SOUTO
  • Data: 11/11/2022


  • Mostrar Abstract
  • xxxxx

24
  • MARA CLAUDIA CIRQUEIRA BINI
  • VISÕES DE TECNOLOGIAS DIGITAIS NA FORMAÇÃO INICIAL DE PROFESSORES COM CARTOONS MATEMÁTICOS DIGITAIS

  • Orientador : DAISE LAGO PEREIRA SOUTO
  • Data: 16/11/2022


  • Mostrar Abstract
  • xxxx

25
  • CARLA CRISTINA PADILHA CASSANICA CORDEIRO
  • ATIVIDADES PRÁTICAS DOS DOCENTES DE BIOLOGIA NO ENSINO REMOTO EM ESCOLAS ESTADUAIS DE CÁCERES – MT

  • Orientador : CLÁUDIA LANDIN NEGREIROS
  • Data: 22/11/2022


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

26
  • SINELZA GONZAGA DE MELO AZEVEDO
  • VINTE ANOS DE SOFTWARE GEOGEBRA: UM OLHAR PARA AS DISSERTAÇÕES E TESES NO BRASIL


  • Orientador : MÁRCIO UREL RODRIGUES
  • Data: 28/11/2022


  • Mostrar Abstract
  • 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.

27
  • IONE DE FÁTIMA DE SOUZA DA SILVA
  • PRODUÇÃO DE MATERIAIS CURRICULARES POR PROFESSORES QUE ENSINAM MATEMÁTICA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL EM PROCESSO DE FORMAÇÃO CONTINUADA

  • Orientador : MÁRCIO UREL RODRIGUES
  • Data: 29/11/2022


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

28
  • PAULO ADRIANO TORRES DA CUNHA
  •  NECESSIDADES FORMATIVAS DOS PROFESSORES DE MATEMÁTICA

    NOS ANOS FINAIS DO ENSINO FUNDAMENTAL

  • Orientador : KILWANGY KYA KAPITANGO A SAMBA
  • Data: 29/11/2022


  • Mostrar Abstract
  • 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

29
  • LIGIANE OLIVEIRA DOS SANTOS SOUZA
  • PRÁTICAS DOCENTES NO ENSINO DE MATEMÁTICA NO COTIDIANO DA EDUCAÇÃO DE JOVENS E ADULTOS (EJA) NO MUNICÍPIO DE BARRA DO BUGRES-MT

  • Orientador : CLÁUDIA LANDIN NEGREIROS
  • Data: 30/11/2022


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

2021
Dissertações
1
  • LEANDRO MAURI SCHULZBACH
  • PRODUÇÃO DE VÍDEOS DIGITAIS NO LEM COM PROFESSORES DA EDUCAÇÃO BÁSICA PARA O ENSINO DE MATEMÁTICA

  • Orientador : DAISE LAGO PEREIRA SOUTO
  • Data: 05/03/2021


  • Mostrar Abstract
  • 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.

2
  • ELISÂNGELA APARECIDA DOS SANTOS
  • PSICOLOGIA DA EDUCAÇÃO NA FORMAÇÃO INICIAL DE PROFESSORES DE MATEMÁTICA NO AMBITO DOS PPCS (PROJETO PEDAGÓGICO DOS CURSOS) DE LICENCIATURA NO BRASIL

  • Orientador : MÁRCIO UREL RODRIGUES
  • Data: 23/03/2021


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

3
  • LUCINEIA OENNING
  • MODELAGEM MATEMÁTICA NOS CURSOS DE LICENCIATURA DE MATEMÁTICA NO BRASIL: UM OLHAR PARA OS PROJETOS PEDAGÓGICOS DE CURSOS

  • Orientador : MÁRCIO UREL RODRIGUES
  • Data: 23/03/2021


  • Mostrar Abstract
  • 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.

4
  • BRUNO FERREIRA BORGES
  • INTROSEQ: UM OBJETO DIGITAL DE APRENDIZAGEM MÓVEL PARA O ENSINO DE SEQUÊNCIAS NUMÉRICAS

  • Orientador : MINÉIA CAPPELLARI FAGUNDES
  • Data: 07/04/2021


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

5
  • ELISÂNGELA RODRIGUES DOS SANTOS
  • FORMAÇÃO CONTINUADA: POSSIBILIDADES E LIMITES DO USO PEDAGÓGICO DAS TECNOLOGIAS DIGITAIS DOS PROFESSORES DOS ANOS INICIAIS NO ENSINO DA MATEMÁTICA

  • Orientador : MINÉIA CAPPELLARI FAGUNDES
  • Data: 08/04/2021


  • Mostrar Abstract
  • 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.

6
  • EMERSON DE OLIVEIRA FIGUEIREDO
  • AVALIAÇÃO DO APLICATIVO QuiLegAl POR ESTUDANTES DO ENSINO SUPERIOR

  • Orientador : JOSÉ WILSON PIRES CARVALHO
  • Data: 18/05/2021


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

7
  • WESLAINE GRANELLA OENNING
  • VISÕES E MANIFESTAÇÕES DE TECNOLOGIA QUE PERMEIAM OBJETOS DIGITAIS DE APRENDIZAGEM PARA O ENSINO DE MATEMÁTICA EM DISSERTAÇÕES BRASILEIRAS



    VISÕES E MANIFESTAÇÕES DE TECNOLOGIA QUE PERMEIAM OBJETOS DIGITAIS DE APRENDIZAGEM PARA O ENSINO DE MATEMÁTICA EM DISSERTAÇÕES BRASILEIRAS

     

  • Orientador : MINÉIA CAPPELLARI FAGUNDES
  • Data: 23/06/2021


  • Mostrar Abstract
  • 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.

8
  • LUANA SANTANA DELGADO FONSECA
  • TECNOLOGIAS DIGITAIS NA FORMAÇÃO PEDAGÓGICA A DISTÂNCIA: UMA EXPERIÊNCIA NO ÂMBITO DA GEOMETRIA COM A ÁLGEBRA

  • Orientador : FERNANDO SELLERI SILVA
  • Data: 09/07/2021


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

9
  • ANALICE RODRIGUES DOS SANTOS SUARES
  • A APRENDIZAGEM MATEMÁTICA DE ALUNOS SURDOS: desafios, desconstruções e re-construções

  • Orientador : ADAILTON ALVES DA SILVA
  • Data: 12/07/2021


  • Mostrar Abstract
  • 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.

10
  • MARCIELE KEYLA HEIDMANN
  • F-LIBRAS: APLICATIVO MÓVEL COMO INSTRUMENTO DIDÁTICO-TECNOLÓGICO NO ENSINO DE CONCEITOS DE FÍSICA EM LIBRAS PARA ESTUDANTES SURDOS E OUVINTES QUE INGRESSAM NO ENSINO MÉDIO

  • Orientador : SUMAYA FERREIRA GUEDES
  • Data: 14/07/2021


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

11
  • LUCIMAR DO NASCIMENTO CARDOSO
  • APLICATIVO QUÍMICA CRUSH: UM OBJETO DIGITAL DE APRENDIZAGEM PARA O ENSINO DE FUNÇÕES INORGÂNICAS

  • Orientador : SUMAYA FERREIRA GUEDES
  • Data: 16/07/2021


  • Mostrar Abstract
  • 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.

12
  • WILLYAN ALVES DA SILVA
  • REALIDADE AUMENTADA NO ENSINO DE TÓPICOS DE DERIVADAS PARCIAIS: UMA ABORDAGEM COM APLICATIVO MÓVEL.

  • Orientador : FERNANDO SELLERI SILVA
  • Data: 04/08/2021


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

13
  • JOILSON FERREIRA DE CARVALHO
  • PRODUÇÕES SOBRE FUNÇÕES COM UMA VARIÁVEL REAL EM UM CURSO ONLINE DE GEOGEBRA: ARTICULAÇÕES COM AS HABILIDADES CORRELATAS DA BNCC DO ENSINO MÉDIO

  • Orientador : WILLIAM VIEIRA GONÇALVES
  • Data: 06/08/2021


  • Mostrar Abstract
14
  • GLÁUCIA CHRISTIANE BORSTEL CICHOSKI
  • A ETNOMATEMÁTICA DO LADO DE LÁ: ESPAÇOS, SABERES E DIÁLOGOS PRODUZIDOS DO OUTRO LADO DA LINHA

  • Orientador : JOÃO SEVERINO FILHO
  • Data: 09/08/2021


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

15
  • MARIA NAZARÉ SOUZA NASCIMENTO
  • OS ESPAÇOS SOCIOEDUCATIVOS INY DA ALDEIA KREHAWÃ

  • Orientador : ADAILTON ALVES DA SILVA
  • Data: 30/08/2021


  • Mostrar Abstract
  • 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.

16
  • ANDREIA DA SILVA FEITOSA
  • ETNOCIÊNCIA NOS RITOS E CERIMÔNIAS DO HETOHOKỸ  Da Ciência à Sapiência Inỹ

  • Orientador : ADAILTON ALVES DA SILVA
  • Data: 31/08/2021


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

17
  • ANTONIO MARCOS ALVES DA COSTA
  • O USO DO SOFTWARE SCRATCH NA PRODUÇÃO DE CONHECIMENTOS MATEMÁTICOS E DESENVOLVIMENTO DO PENSAMENTO COMPUTACIONAL

  • Orientador : DIEGO PIASSON
  • Data: 08/09/2021


  • Mostrar Abstract
  • 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.

18
  • JOÃO TIAGO COIMBRA TOLENTINO
  • PRÁTICAS PEDAGÓGICAS PARA O ENSINO DE MATEMÁTICA A ESTUDANTES AUTISTAS COM TECNOLOGIAS DIGITAIS

  • Orientador : FERNANDO SELLERI SILVA
  • Data: 15/09/2021


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

19
  • APARECIDA CLAUDILENE DA COSTA SOUZA
  • ESTUDOS E PROPOSTAS PEDAGÓGICAS NO ENSINO DE MATEMÁTICA NOS ANOS INICIAIS NA CIDADE DE DENISE – MT: SENTIDOS E DESAFIOS NA FORMAÇÃO CONTINUADA DE PROFESSORES

  • Orientador : CLÁUDIA LANDIN NEGREIROS
  • Data: 30/09/2021


  • Mostrar Abstract
  • 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.

20
  • MARTA FERREIRA MARCELO
  • CONTRIBUIÇÕES DA FORMAÇÃO CONTINUADA PARA A PRÁTICA PEDAGÓGICA DOS PROFESSORES QUE ENSINAM MATEMÁTICA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL DO MUNICÍPIO DE BARRA DO BUGRES- MT

  • Orientador : CLÁUDIA LANDIN NEGREIROS
  • Data: 30/09/2021


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

21
  • ELAINE PÉRES DA SILVA
  •  

    NECESSIDADES DE APRENDIZAGEM BIOLÓGICA DE ESTUDANTES DO ENSINO MÉDIO DE UMA ESCOLA ESTADUAL EM TANGARÁ DA SERRA-MT

  • Orientador : KILWANGY KYA KAPITANGO A SAMBA
  • Data: 28/10/2021


  • Mostrar Abstract
  • 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.

22
  • NEUZA FRANÇA DA SILVA
  • ANÁLISE DO USO DAS TECNOLOGIAS DIGITAIS NO ENSINO DE MATEMÁTICA NOS ANOS INICIAIS DA REDE MUNICIPAL DE EDUCAÇÃO DE BARRA DO BUGRES – MT

  • Orientador : DIEGO PIASSON
  • Data: 29/10/2021


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

23
  • JAQUELINE MICHELE NUNES SILVA
  • EDUCAÇÃO FINANCEIRA E/OU MATEMÁTICA FINANCEIRA NA BNCC: PERCEPÇÕES DE PROFESSORES QUE ENSINAM MATEMÁTICA NA EDUCAÇÃO BÁSICA

  • Orientador : MÁRCIO UREL RODRIGUES
  • Data: 16/12/2021


  • Mostrar Abstract
  • 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.

2020
Dissertações
1
  • EDIEL PEREIRA DE MACEDO
  • FORMAÇÃO MATEMÁTICA E A DUPLA DESCONTINUIDADE NA PERSPECTIVA DOS PROFESSORES DE MATEMÁTICA EM SERVIÇO NAS ESCOLAS DA EDUCAÇÃO BÁSICA

  • Orientador : MÁRCIO UREL RODRIGUES
  • Data: 06/02/2020


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

2
  • IRANY APARECIDA FERREIRA DA CUNHA BARBOZA
  • CONTRIBUIÇÃO DA LÍNGUA PORTUGUESA NA COMPREENSÃO DA MATEMÁTICA


  • Orientador : KILWANGY KYA KAPITANGO A SAMBA
  • Data: 11/02/2020


  • Mostrar Abstract
  • 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.

3
  • ROMUALDO JOSÉ DOS SANTOS CONCEIÇÃO
  • PERCEPÇÕES DOS PROFESSORES DE FÍSICA SOBRE AS NECESSIDADES DE FORMAÇÃO CONTÍNUA EM TECNOLOGIAS DIGITAIS NO ENSINO

  • Orientador : KILWANGY KYA KAPITANGO A SAMBA
  • Data: 11/02/2020


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

4
  • PAULA LIMA DA CRUZ VERCIANO
  • NECESSIDADES FORMATIVAS DE DOCENTES DE QUÍMICA DO ENSINO MÉDIO DAS ESCOLAS ESTADUAIS NO MUNICÍPIO DE TANGARÁ DA SERRA - MT

  • Orientador : KILWANGY KYA KAPITANGO A SAMBA
  • Data: 18/02/2020


  • Mostrar Abstract
  • 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.

5
  • RICARDO AUGUSTO DE OLIVEIRA
  • PRODUÇÕES SOBRE DERIVADAS DE FUNÇÕES REAIS COM GEOGEBRA EM UM CURSO DE EXTENSÃO ONLINE PARA PROFESSORES DE MATEMÁTICA

  • Orientador : WILLIAM VIEIRA GONÇALVES
  • Data: 18/02/2020


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

6
  • Cleonilde da Silva Frediani
  • O CONTEXTO CULTURAL FAMILIAR DO ALUNO AUTISTA E SUA RELAÇÃO COM A ESCOLA

  • Orientador : JOÃO SEVERINO FILHO
  • Data: 05/03/2020


  • Mostrar Abstract
  • 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.

7
  • Elani dos Anjos Lobato
  •  

     

     

    A ETNOMATEMÁTICA COMO ELO ENTRE A PEDAGOGIA RIKBAKTSA E O ESPAÇO ESCOLAR

  • Orientador : ADAILTON ALVES DA SILVA
  • Data: 05/03/2020


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

8
  • FABIO ANTUNES BRUN DE CAMPOS
  • O ENSINO DA MATEMÁTICA COM FRACTAIS NA EDUCAÇÃO BÁSICA: PERCEPÇÕES EM MEIO AO CURSO ENFRAC

  • Orientador : MINÉIA CAPPELLARI FAGUNDES
  • Data: 05/03/2020


  • Mostrar Abstract
  • 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.

9
  • MADALENA SANTANA DE SALES
  •  

    OS FAZERES E OS SABERES ETNOMATEMÁTICOS PRATICADOS PELOS HABITANTES DO TERRITÓRIO QUILOMBOLA VÃO GRANDE

  • Orientador : JOÃO SEVERINO FILHO
  • Data: 06/03/2020


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

10
  • PAULO MARCOS FERREIRA ANDRADE
  • CARTOGRAFIA CULTURAL DA ESCOLA ESTADUAL PAULO FREIRE: Sujeitos, Tensões e Articulações no/do Ensino

  • Orientador : ADAILTON ALVES DA SILVA
  • Data: 06/03/2020


  • Mostrar Abstract
  • 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.

11
  • JACQUELINE DA SILVA SOARES
  • ENSINO DE BIOLOGIA BASEADO EM INVESTIGAÇÃO PARA O ENSINO DE CITOLOGIA


  • Orientador : FATIMA APARECIDA DA SILVA IOCCA
  • Data: 09/03/2020


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

12
  • GILCINÉIA GONÇALVES FERREIRA
  • SEXUALIDADE NA PERSPECTIVA DO ENSINO: CONCEPÇÕES E RELATOS DAS PRÁTICAS DE PROFISSIONAIS DA EDUCAÇÃO


  • Orientador : FATIMA APARECIDA DA SILVA IOCCA
  • Data: 10/03/2020


  • Mostrar Abstract
  • 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.

13
  • ROSIANE MOISÉS COSTA
  • TECNOLOGIAS DIGITAIS E A PRODUÇÃO DE CARTOONS NOS     PROCESSOS DE ENSINO E APRENDIZAGEM DE QUÍMICA

  • Orientador : JOSÉ WILSON PIRES CARVALHO
  • Data: 07/05/2020


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

14
  • MILLAANY FELISBERTA DE SOUZA
  • DIÁLOGO ENTRE CIÊNCIAS E CULTURA: ANÁLISE DOS TCC DA FACULDADE

    INDÍGENA INTERCULTURAL - UNEMAT

  • Orientador : CLÁUDIA LANDIN NEGREIROS
  • Data: 08/05/2020


  • Mostrar Abstract
  • 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. 

15
  • ROSANI NONENMACHER
  • Desafios atuais nas Práticas pedagógicas na educação sexual nos anos finais do ensino fundamental em Campo Novo do Parecis.


  • Orientador : ISABELA AUGUSTA ANDRADE SOUZA
  • Data: 05/06/2020


  • Mostrar Abstract
  • ABSTRACT

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

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

     

     

     

16
  • FERNANDA PEREIRA DA SILVA CRUZ FERREIRA
  • Educação Financeira com o Scratch: potencialidades e dificuldades.

  • Orientador : DIEGO PIASSON
  • Data: 14/07/2020


  • Mostrar Abstract
  • 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.

17
  • DANIELA MODESTO VICENTIN
  • TECNOLOGIAS DIGITAIS NO ENSINO DA MATEMÁTICA E AVALIAÇÕES EM LARGA ESCALA: ALGUMAS (DES) CONEXÕES

  • Orientador : DAISE LAGO PEREIRA SOUTO
  • Data: 18/12/2020


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

2019
Dissertações
1
  • POLIANA DE OLIVEIRA DA SILVA
  • CONTRADIÇÕES INTERNAS NO CURSO LIC-TOON: PRODUÇÃO DE CARTOONS DIGITAIS NA FORMAÇÃO INICIAL DE MATEMÁTICA

  • Orientador : DAISE LAGO PEREIRA SOUTO
  • Data: 27/11/2019


  • Mostrar Abstract
  • 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.

2
  • ANA MARIA DE JESUS MOURA
  • TEMÁTICAS METODOLÓGICAS NO ENSINO DE MATEMÁTICA NA EDUCAÇÃO INFANTIL: uma experiência de formação continuada de professores em Matupá – MT

  • Orientador : CLÁUDIA LANDIN NEGREIROS
  • Data: 28/11/2019


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

3
  • ALESSANDRO FELIX PASCOIN
  • O ENSINO DE QUÍMICA MEDIADO POR RECURSOS DE TECNOLOGIAS DIGITAIS NO CONTEXTO DA FORMAÇÃO CONTINUADA

  • Orientador : JOSÉ WILSON PIRES CARVALHO
  • Data: 11/12/2019


  • Mostrar Abstract
  • 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.

     

4
  • Fábio Junio Ribeiro
  • QUIMITOON: QUÍMICA-COM-CARTOONS

  • Orientador : DAISE LAGO PEREIRA SOUTO
  • Data: 11/12/2019


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

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