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1
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LUCINÉIA DE SOUZA GOMES
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MODELAGEM MATEMÁTICA NA FASE DE ALFABETIZAÇÃO: REFLEXOS DE UMA FORMAÇÃO CONTINUADA ONLINE COM PROFESSORES QUE ENSINAM MATEMÁTICA
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Orientador : MÁRCIO UREL RODRIGUES
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Data: 27/02/2024
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Mostrar Abstract
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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.
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2
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CÉLIA APARECIDA DIAS FERREIRA LOUZADA
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TABUADA NA PRÁTICA PEDAGÓGICA DE PROFESSORES QUE ENSINAM MATEMÁTICA NOS ANOS INICIAIS
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Orientador : MÁRCIO UREL RODRIGUES
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Data: 28/02/2024
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Mostrar Abstract
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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.
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3
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ARISTIMAR ROBERTO DE OLIVEIRA
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PRÁTICAS PEDAGÓGICAS DE PROFESSORES QUE ENSINAM MATEMÁTICA NOS ANOS INICIAIS NO CONTEXTO DO AVALIABARRA
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Orientador : MÁRCIO UREL RODRIGUES
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Data: 29/02/2024
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Mostrar Abstract
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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.
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4
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MARCELA ZORATTI DE SOUZA
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ENSINO DE CIÊNCIAS NOS ANOS FINAIS DO NÍVEL FUNDAMENTAL: SENTIDOS E DESAFIOS DA FORMAÇÃO CONTINUADA EM EDUCAÇÃO SEXUAL
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Orientador : CLÁUDIA LANDIN NEGREIROS
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Data: 06/03/2024
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Mostrar Abstract
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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.
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5
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PRICILA FABENI
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ENSINO BASEADO EM INVESTIGAÇÃO APLICADO NA REVITALIZAÇÃO DA MATA CILIAR DO CORREGO BURITI EM PONTES E LACERDA-MT
 
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Orientador : FATIMA APARECIDA DA SILVA IOCCA
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Data: 18/03/2024
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Mostrar Abstract
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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.
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6
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SANDRA MARIA TAVARES SOUSA
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REFLEXÕES SOBRE PRÁTICAS PEDAGÓGICAS COM TECNOLOGIAS DURANTE O PERÍODO DE PANDEMIA NA PERSPECTIVA DE PROFESSORES
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Data: 20/03/2024
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Mostrar Abstract
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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.
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7
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HOSANA AUXILIADORA TEIXEIRA CAETANO
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EDUCAÇÃO MATEMÁTICA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: ESTRATÉGIAS DE MONITORAMENTO DA APRENDIZAGEM.
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Data: 28/03/2024
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Mostrar Abstract
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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.
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8
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DAIANE SILVA PEREIRA
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TRAJETÓRIA DE ESTUDANTES INDÍGENAS EM ESCOLAS URBANAS DE TANGARÁ DA SERRA: desafios e possibilidade a partir do encontro de culturas
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Orientador : ADAILTON ALVES DA SILVA
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Data: 22/04/2024
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Mostrar Abstract
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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.
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9
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JOSEMAR PEREIRA HIDALGO
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PENSAMENTO COMPUTACIONAL NA PRODUÇÃO DE UM OBJETO DE APRENDIZAGEM SOBRE CIRCUITO ELÉTRICO E ELETRÔNICO PARA O ENSINO DE CIÊNCIAS
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Orientador : MINÉIA CAPPELLARI FAGUNDES
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Data: 30/04/2024
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Mostrar Abstract
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In this dissertation, we seek to answer the research problem 'How do the four pillars of the PC (Brackmann, 2017) enhance Science Teaching in the elaboration of an OA on an electrical and electronic circuit, through the Tinkercad software and the Arduíno board?' With the objective to understand the potential of the four pillars of Computational Thinking in Science Teaching through the development of a learning object involving an electrical and electronic circuit, using the Tinkercad software and the Arduíno board. The research is based on Brackmann (2017) and Shimiguel et al (2022), on Computational Thinking and on Braga (2014; 2015) and Tarouco et al (2003; 2014) on learning objects. Methodologically, the research typology is qualitative and uses a case study procedure. Data production took place at ETI - EERSM, located in the municipality of Tangará da Serra/MT, with ten students from the 8th and 9th year of EF and five students from the 1st year of EM through the ODATIP course, organized in ten weeks of meetings face-to-face, covering a workload of 40 hours, using the Meaningful Learning Theory and Active Project-Based Learning Methodology approach, using the Tinkercad software, the Arduíno uno board and the C++ text programming language. As instruments for data production, we used a logbook, audiovisual recordings, an Arduino board and Tinkercad software. For data analysis, we used the content analysis method and the categorical technique of Bardin (1977) and Rodrigues (2019), which provided the immersion of the analysis categories: 1) Decomposition in the production of the OA on electrical and electronic circuit in Teaching of Sciences; 2) Pattern Recognition in the production of OA on electrical and electronic circuits in Science Teaching; 3) Abstraction in the production of OA on electrical and electronic circuits in Science Teaching; 4) Algorithm in the production of OA on electrical and electronic circuits in Science Teaching. The results showed that: the insertion of digital technology, such as Tinkercad software and text programming language were used by students, providing moments of significant team learning and awakening interest in the object of knowledge in question; the development of the four pillars of the PC in all phases of the course development, allowing the student to plan, research, execute, evaluate, replan, work as a team, divide roles, learn from mistakes, simulate and practice (hands-on – learn by doing). We conclude that the development of the four pillars of CP in Science Teaching and the production of learning objects facilitated understanding, allowed the personalization of teaching and learning, promoted conceptual understanding, critical thinking and the ability to generalize, made scientific concepts more accessible, provided moments of collaborative, practical, interactive, experimental, personalized and meaningful teaching, providing student involvement in the teaching process and development of significant and applicable 'electrical and electronic circuit' knowledge objects.
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10
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MARCELA MADANÊS CHAVIER
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FABRICAÇÃO DIGITAL COMO PROCESSO PEDAGÓGICO PARA ENSINO DE GEOMETRIA ESPACIAL COM O TINKERCAD E A IMPRESSÃO 3D
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Orientador : MINÉIA CAPPELLARI FAGUNDES
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Data: 30/04/2024
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Mostrar Abstract
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The objective of this research was to investigate the feasibility of Digital Fabrication (FD) for teaching spatial geometry, using Tinkercad software and 3D Printer as main resources. This investigation follows a qualitative approach and the Data-Based Theory (TF) was used to analyze the data. The initial sample consisted of seventeen students from a 2nd grade high school class at Escola de Tempo Integral Deputado Bertoldo Freire. To collect data, an extension course entitled “Geo3Dprint: spatial geometry through Digital Fabrication, using Tinkercad software and a 3D printer” was carried out. The researcher's and students' field diaries, initial and final questionnaires with students, recording of a conversation circle, photographic records and memos written by the researcher were used as data collection instruments. Data production was carried out through initial and focused coding. Data analysis was carried out according to the constructivist approach of Charmaz (2009), in which we sought to arrive at a substantive theory emerging from the interpretation of the data. We arrived at three categories related to the memos: Category 1 (C1) Modeling in Tinkercad as a strategy for teaching spatial geometry, Category 2 (C2) Programming in Tinkercad as a strategy for teaching spatial geometry and Category 3 (C3) The combination between the software of Tinkercad 3D modeling and 3D printing in teaching spatial geometry. We carried out the classification stage in which it is compared to the memos and arrived at the explanation of FD as a pedagogical process that can contribute to the teaching of spatial geometry through Tinkercad and the 3D printer. However, this contribution only happens if teaching is interactive, in which the student is active in the learning process, working collaboratively with peers, the teacher and technologies. The teacher as a more experienced mediator or tutor and teaching approaches based on the maker culture of learning by creating.
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11
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SÔNIA MARA ROGOSKI
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EDUCAÇÃO SEXUAL NA BNCC NO ENSINO DE CIÊNCIAS DO ENSINO FUNDAMENTAL
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Orientador : KILWANGY KYA KAPITANGO A SAMBA
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Data: 30/04/2024
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Mostrar Abstract
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The study presented here is the result of a research developed together with the Stricto Sensu Graduate Program in Teaching Science and Mathematics, at the State University of Mato Grosso (UNEMAT), Campus of Barra do Bugres-MT, considering the contemporaneity of the National Common Curricular Base (BNCC), the present investigation aimed to characterize possible means to work in the classroom on sexual and gender diversity driven by the aforementioned official document. The theoretical bases of the research were national documents, such as: PCN (BRASIL, 2001), BNCC (BRASIL, 2017), Federal Constitution (BRASIL, 1988); Law of Guidelines and Bases of National Education (BRASIL, 1996); Decree n. 6,094/07 (BRAZIL, 2007); PNE (2014) in addition to productions (books, articles, dissertations, theses) focused on gender (LOURO, 2000;2008; 2013; BUTLER, 2017; LINS, MACHADO, ESCOURA, 2016), sexuality (FOUCAULT, 2018), diversity (LOURO, 2018), sexual orientation (BENTO, 2010; BRASIL, 1998; JESUS, 2012). Following the qualitative paradigm, this research is configured as a document analysis, the production of data was carried out through consultation in documents/files available on websites of the Ministry of Education and Culture (MEC), whose data were collected according to assumptions of the Analysis Discursive Textual. The analysis indicates that the official document presents sexuality only through its biological dimension, appearing alongside concepts linked to sexually transmitted infections and pregnancy. Gender diversity, in turn, is silenced throughout the analyzed document, a fact aggravated by the superficiality of the treatment given to the theme of human rights. The results also showed that the proper interpretation of the BNCC is necessary, since teaching about sexuality in the classroom in Elementary School can be carried out in an interdisciplinary way between the curricular components, or in an isolated way in Sciences. We also emphasize the importance of teacher training, providing exchanges of experiences and construction of knowledge with a reflective look at pedagogical practices.
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12
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LUIZ RODRIGO DE OLIVEIRA
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APRENDIZAGEM DAS HABILIDADES ARITMÉTICAS BÁSICAS POR ESTUDANTE DO 5º ANO DO ENSINO FUNDAMENTAL COM DIFICULDADES DE APRENDIZAGEM
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Orientador : KILWANGY KYA KAPITANGO A SAMBA
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Data: 06/05/2024
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Mostrar Abstract
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The aim of the research was to study the process of learning Basic Arithmetic Skills in 5th grade students with learning difficulties and to answer the following research problem: How does psychopedagogical intervention, as a mediating action, enable the development of basic arithmetic skills in 5th grade students with learning difficulties? We adopted the following methodological procedures: bibliographic research with a systematic review of the literature based on the Nakagawa et al. (2017) protocol, which allowed us to obtain conceptual references from the literature on mathematics learning by students with learning difficulties and; the single case study, through the theoretical description of Yin (2001), Gil (2021), Ventura (2007) and Creswell (2014) with the application of psycho-pedagogical intervention, whose case analysis unit was a 5th grade elementary school student with learning difficulties in basic arithmetic skills. For data collection, we used: the psycho-pedagogical assessment with the application of the psycho-pedagogical anamnesis with the family, observations by the teacher-researcher, systematic observation of the student, psycho-pedagogical tests of school performance: (EOCA, TDE, Piagetian Tests, Projective Techniques and Promat Owl) and, finally, we applied psychopedagogical intervention, taking as reference: Weiss (2015), Fernandes (1990), Piaget (1975), Bossa (1992), Chamat (2008), Sampaio (2008) and the National Common Curriculum Base (BNCC, 2017). For data analysis, we used interpretative data analysis, according to Creswell (2014). Expected result: it was possible to develop the skills of the four basic arithmetic operations, the identification and use of the decimal numbering system with the application of the psycho-pedagogical intervention, being a mediating action of the construction of the learning of this student that allowed to demonstrate that through the use of the psycho-pedagogical intervention it was efficient in the initial condition of learning that the student was and after its application, it raised its level of learning of basic arithmetic skills.
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13
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MAIKE ZANIOLO ARVANI
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ACESSIBILIDADE A WEBSITE ACADÊMICO PARA ESTUDANTES COM CEGUEIRA
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Orientador : KILWANGY KYA KAPITANGO A SAMBA
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Data: 06/05/2024
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Mostrar Abstract
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Digital accessibility is a topic of growing importance in contemporary society, as the internet plays a central role in people's lives. Ensuring that everyone has equal access to information online is fundamental, and web accessibility has become an essential concern and a fundamental right. The aim of this study was to analyze web accessibility for blind people on the website of the State University of Mato Grosso (UNEMAT). To this end, the research problem is defined as follows: what is the degree of accessibility of the Mato Grosso State University (UNEMAT) website and its integrated services websites for blind students? As methodological procedures, we adopted: a systematic literature review (SRL); a single case study, with UNEMAT as the case unit of analysis, from the perspective of website accessibility, the tests were carried out with the AccessMonitor program, which consists of checking automatic accessibility, and later we carried out the check with the participation of a blind academic. The results of the research show that there are few studies on the accessibility of academic websites, based on the databases consulted, and also allow us to answer the research problem by demonstrating that on the AccessMonitor scale of 0 to 10, the accessibility level of the UNEMAT website (https:\\www.unemat.br) is 4.6 and of the integrated services 3.7 Gnuteca, 7 Minha Biblioteca, 5.9 Gerador de Ficha Catalográfica, 4.9 ECO-Sistema and 4 SIGAA. On the other hand, we also analyzed the campuses' pages and obtained the following distribution: Tangará da Serra with 7.4; Nova Xavantina with 6.4; Nova Mutum 6.2; Alta Floresta with 5.1; Diamantino 4.8; Barra do Bugres 4.6; Central site 4.6; Sinop 4.4; Juara 4.2; Cáceres 4.1 and Colíder was inaccessible during the 5 days of testing. We can highlight the Tangará da Serra campus and Minha Biblioteca, which is a contracted service and not UNEMAT's. With the results obtained, we have successfully achieved the research objectives, providing a broad view of accessibility on the UNEMAT portal and its ecosystem. Using both automatic data and the perceptions of blind students.
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14
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SANDRA BUENO DA SILVA DUARTE
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O USO DO MATERIAL MANIPULÁVEL PARA APRENDIZAGEM DE OPERAÇÕES ARITMÉTICAS BÁSICAS DO 5º ANO POR ESTUDANTES COM DEFASAGEM DE APRENDIZAGEM
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Orientador : KILWANGY KYA KAPITANGO A SAMBA
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Data: 06/05/2024
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Mostrar Abstract
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This research aimed to investigate the use of manipulatives as a didactic resource for mediating the learning of basic arithmetic operations in the 5th year of elementary school by students with mathematical learning deficits , from a state school in the city of Tangará da Serra - MT. The research problem was to find out : how can the use of manipulative materials serve as a didactic strategy to mediate the learning of the four basic arithmetic operations (addition, subtraction, multiplication and division) by students with learning gaps? The study was developed using the following methods: 1 - Bibliographical research with a systematic literature review, which allowed us to contextualize and subsidize the discussion of the data using Bardin's Content Analysis (1977); 2- Documentary Research with analysis of official documentation dealing with the Learning Laboratory policy; 3 - Action Research - action research is based on an "action-reflection-action" organization, with cycles of actions involving different planning phases, such as: a) Identification of the Problem, to recognize the learning stages in which the students are positioned and identify the aptitudes and limitations of each student; b) Data Collection with a class observation diary, dialogue with the regent teacher and pedagogical team and learning verification tests; c) Qualitative analysis of the data collected. The Action Research was carried out with two 5th grade students enrolled in the Learning Laboratory with pedagogical intervention using manipulable materials such as abacus and golden material. The results showed that the use of manipulatives can be effective in mediating the learning of basic arithmetic operations in students with learning deficits, promoting socialization, concretization of concepts, visualization of operations, repetitive practices, personalization of learning and solving everyday problems. They should be used from an approach that takes into account the individual needs of the students.
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15
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LUCENI DA SILVA OLIVEIRA
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O ENSINO POR MEIO DE METODOLOGIAS ATIVAS: PERCEPÇÃO DOS PROFESSORES DE MATEMÁTICA DO ENSINO MÉDIO NO MUNICÍPIO DE PONTES E LACERDA/MT
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Orientador : ANDERSON FERNANDES DE MIRANDA
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Data: 22/05/2024
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The aim of this research was to investigate teachers' perceptions of Active Methodologies in teaching mathematics in secondary schools in the four state schools of Pontes e Lacerda/MT. The problem was to find out what the challenges and potential are in using Active Methodologies to teach mathematics in the public state schools of Pontes e Lacerda/MT. The theoretical approach focused on the principles, purposes and main characteristics of Active Methodologies in teachers' pedagogical practices, as well as verifying the need to systematize and deepen the work developed in order to contribute to improving the use of these methodologies in the teaching and learning of mathematics in secondary schools. In order to achieve the objectives and answer the question, the research was carried out using a qualitative approach, producing data through lesson plans, questionnaires and interviews. Fifteen teachers provided their lesson plans, with a total of 431 plans analyzed. For the questionnaire, 24 questions were asked, of which 16 teachers responded. Six teachers took part in the interview. The results of the analysis of the lesson plans indicate that the teachers have challenges in relating their teaching practices to Active Methodologies. The data from the questionnaires also indicated that issues such as arousing students' interest and knowing which methodology is most appropriate to use make it difficult for teachers to use Active Methodologies in the classroom. In the interviews, the teachers talked about the need for training in Active Methodologies, the challenges in getting both teachers and students used to the traditional method, and the fact that the teaching materials they use are not flexible. In view of the results of the research, it is believed that Active Methodologies represent an innovative and efficient approach in the educational context, however there was great difficulty in knowing and understanding how to apply them. Thus, specific training on Active Methodologies is needed, so that this pedagogical approach enhances the teaching and learning of mathematics in the school context and can meet the specificities of each student with didactic materials, achieving learning in favor of improving the quality of education.
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16
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REGINNE MICHELLI SILVA IOCCA
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ENSINO INCLUSIVO DE CIÊNCIAS E MATEMÁTICA: PERCEPÇÃO DOS PROFESSORES SOBRE AS PRÁTICAS PEDAGÓGICAS NA EDUCAÇÃO BÁSICA COM VISTAS AO ALUNO TEA EM SINOP/MT
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Orientador : CLÁUDIA LANDIN NEGREIROS
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Data: 22/05/2024
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This research resulted from the following question: what are the perceptions of teachers in an inclusive classroom, regarding the pedagogical strategies of the Science and Mathematics curricular components, which can contribute to the inclusive learning process, with a view to students with Autism Spectrum Disorder ( TEA), in Basic Education? Aiming to understand teachers' impasses and challenges in the practice of teaching Science and Mathematics to Basic Education students, looking at ASD and answering the guiding question, the research was structured using a qualitative approach, initially through analysis of public documents (decrees, laws, regulations, etc.), combined with a literature review on the topic; Then, a diagnostic survey was carried out using the online form on the Google Forms Platform, to capture the participants' perceptions regarding teaching students with ASD, the difficulties in practice with these students, as well as teaching strategies and their applications. in the room. The participants are teachers who work with the Science and Mathematics curricular components, in regular and specialized classrooms, for students with ASD in Basic Education, from public and private education networks in Sinop/MT. To analyze the data produced, content analysis was used, according to Bardin (2011), carrying out pre-analysis and interpretation of the data obtained, through the steps: screening, recording, organization, exploration of the material and data processing. The research can help in understanding the teaching process of students with ASD and in the teaching training of teachers who experience an inclusive classroom, in order to highlight the needs and challenges during Science and Mathematics practices developed in a regular classroom. After analyzing the data, it became clear that, even though it is a right guaranteed to students and guaranteed by law, many schools are not prepared for inclusion, which requires different adaptations and strategies. It is essential to understand the students' diagnosis, look at everyone in terms of their way of feeling and acting, assimilating their specificities with educational practices that benefit them throughout the educational process. From this perspective, it is necessary to continue studies on the subject, with the development of teaching materials, offering courses and workshops for continued training, working with pedagogical support for atypical families, with an eye back to the inclusion of the whole.
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17
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JAQUELINE INÊS BAVARESCO
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A Neurociência como uma Ferramenta na Formação Continuada de Professores: um estudo bibliográfico.
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Orientador : ISABELA AUGUSTA ANDRADE SOUZA
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Data: 29/05/2024
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This dissertation presents a literature review with the objective of understanding neuroscience, especially behavioral neuroscience, which studies the relationship between the brain and human behavior, highlighting the importance of cognitive and emotional processes in learning, and how its contribution as a science can help in the training of teachers. By reviewing the specialized literature, this study explores how understanding the principles of neuroscience can inform and enhance teacher training, enabling them to develop more effective and personalised teaching strategies, as an additional element in promoting a more inclusive, student-centred education that is sensitive to students' individual needs. From the material collected and analyzed, we can observe that neuroscience can also contribute to didactics and the crystallization of knowledge in various ways, in addition to improving the understanding of how the human brain processes, encodes andIt stores information, including learning such as short- and long-term memory, attention, language, and problem-solving. Based on the theory consulted, it can be said that educators can develop more effective teaching strategies by using teaching techniques that stimulate multiple areas of the brain, such as project-based learning, multimodal teaching, and personalized teaching approaches that take into account individual learning differences. To this end, we present the continuing education for teachers from this theoretical perspective, indicating another possible instrument within the complexity that is teaching and learning. The review was based on the following theoretical frameworks: articles in scientific databases such as LILACS (Latin American and Caribbean Literature in Health Sciences); SCIELO (Scientific Electronic Library Online); MEDLINE (International Health Sciences Literature); and in dissertations and theses on the basis of the of the CAPES journal portal. The work is structured in: general concept about the theme addressed; qualitative methodology, analyses, discussion and reflections based on data collection in the aforementioned scientific databases. According to Gil (2002), the qualitative approach allows a deep and contextualized understanding of the phenomena studied, standing out for its flexibility and ability to explore complex and multifaceted issues. From this, we can indicate that so far, this new science presents an important look to help understand human complexity, and can be used in education as a theoretical and practical instrument to assist in teaching and learning. In addition, it can be seen from the articles consulted so far that it is still a field to be explored, especially in education. We know that learning is a complex, biopsychosocial, and always historically contextualized process, and and involves multiple and diverse processes, after all, educators and students are beings in constant development and resignifications. For this reason, we have tried to bring one more element that can help in this multifaceted field that is education.
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18
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JULIANA MARTA DAMIANI DE FREITAS
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CONTEÚDOS DE APRENDIZAGEM NO CONTEXTO DE PROJETOS ENVOLVENDO A MATEMÁTICA NA ALFABETIZAÇÃO.
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Orientador : MARCOS FRANCISCO BORGES
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Data: 29/05/2024
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During the twentieth century, studies on the teaching of mathematics intensified, motivated by research on developmental psychology and socioconstructivist thinking. Such research has supported investigations that consider the student as an active subject in the production of knowledge and on their prior knowledge, which made it possible to reflect on the role of mathematics teaching in relation to literacy and literacy of children to live in a knowledge society, in which forming citizens involves the integral formation of the subject. Sharing this knowledge, the present research aimed to investigate the teaching contents considered by Zabala (1998) that may be present in activities using the Project-Based Learning methodology proposed by Bender (2014) developed with students of the 2nd year of elementary school I. We use the qualitative approach based on bibliographic research and its analysis is delimited to a Documentary Analysis according to Cellard (2012), which describes, investigates and interprets the primary sources that are the records of the researcher teacher and the portfolios produced by 21 students of the 2nd year of Elementary School I in the context of the Project entitled "Mathematizing the Garbage: mathematics is everywhere" developed in a public school in the municipality of Juína-MT. The research has pre-defined categories: Conceptual Content; Attitudinal Content; Procedural Content. We consider that the process of analyzing the documents and the final considerations are under construction.
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19
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SORAYA CUNHA DE ALMEIDA VILAS NOVAS
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O PROCESSO DE ENSINO REMOTO EM CIÊNCIAS NAS ESCOLAS DA REDE ESTADUAL DE MATO GROSSO: POSSIBILIDADES E DESAFIOS
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Orientador : CLÁUDIA LANDIN NEGREIROS
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Data: 29/05/2024
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Due to the COVID-19 Pandemic, we have experienced profound transformations in our society, which have significantly affected the educational system, requiring new work methodologies from teachers and, with this, the need for strategies that could minimize the impacts on teaching during this period. period, ensuring student access to knowledge. Given the relevance of Science teaching, as well as the recognition and appreciation of scientific knowledge in the formation of critical and participatory subjects, the present study aims to analyze the Remote Teaching process (2020-2021) of the Science curricular component in teaching Elementary II in state schools in Vale do Jauru – Mato Grosso, in a context of social distancing in which the difficulties encountered during this period in carrying out classes ranged from pedagogical, didactic and technological issues. With a qualitative approach, the research was carried out in three school units located in the municipalities of Rio Branco, Salto do Céu and Mirassol D’Oeste and included the participation of three teachers who taught the Science curricular component in Elementary School II. Data production was carried out through semi-structured interviews and subsequently analyzed using the Interpretative Analysis methodology proposed by Severino (2007). The results indicate that adapting Science classes in these circumstances was a challenging task, mainly due to the fact that the training received did not meet the specific needs of these teachers to deal with both methodological and technological aspects, resulting in a lack of knowledge of many resources. that could contribute to the development of scientific content in this context. Furthermore, difficulties such as access and familiarity with DT, lack of student participation and engagement, assessment of learning and the process of producing and correcting handout materials emerged as significant challenges during this period. However, even in the face of numerous obstacles, educators implemented pedagogical strategies adapted to the context and were able to provide students with interactive access to online environments, in addition to developing scientific activities such as experiments, building models, research and production of videos focused on the contents of the area, with the active participation of students privileged. The resources used included printed teaching material provided by the school, extensive use of the internet to use online handouts, videos and texts obtained online, as well as the use of digital platforms such as Teams and Google Classroom. Also noteworthy is the widespread use of WhatsApp, playing a fundamental role in a variety of activities. The study also demonstrated that this period had a direct impact on educators' perceptions about the importance and need to use DT in Science classes, recognizing that these resources have a lot to contribute to the teaching and learning process in the scientific area.
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20
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ANA PAULA QUADROS DE OLIVEIRA
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ESTUDO DAS PRODUÇÕES APLICADAS NA FÍSICA MECÂNICA NO CURSO DE GEOGEBRA
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Orientador : WILLIAM VIEIRA GONÇALVES
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Data: 06/06/2024
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This study adopts a qualitative approach using discursive textual analysis to investigate the productions of participants in a GeoGebra course, focused on Physics Mechanics, and their contribution to the development of skills proposed by the National Common Curricular Base (BNCC) for High School, from the perspective of the STEAM approach (Science, Technology, Engineering, Arts, and Mathematics). GeoGebra, a Dynamic Geometry software, is utilized as an educational tool, allowing students to interact with models and experiment with different values to intuitively grasp physical concepts. The research corpus consists of 803 productions from participants in the 17th and 18th editions of the course, analyzed using discursive textual analysis and categorized in the MaxQda software. The analysis reveals an emphasis on specific concepts of Kinematics and Dynamics, such as vectors, uniformly accelerated motion, and celestial motion. Regarding the use of GeoGebra, skills highlighted include knowledge expansion, creativity stimulation, and computational thinking development. However, difficulties were identified, including content assimilation, the impact of social inequality, and mastery of the software tools. Aspects such as limitations, objectives, and advantages vary from practical application after theory to ease of use and favoring interdisciplinary approaches. Concerning BNCC skills, specific competencies related to Mechanics are identified, with an emphasis on predictions about everyday behaviors. In the STEAM context with GeoGebra in Physics Education, different facets of integration are observed, emphasizing the importance of clarity in communication, effective use of technological resources, and interconnection of concepts across involved disciplines.
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21
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DANIELE APARECIDA DE ANDRADE SESSI
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ESTATÍSTICA NAS PRODUÇÕES DO CURSO ON-LINE DE GEOGEBRA: POSSIBILIDADES PARA A EDUCAÇÃO BÁSICA
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Orientador : WILLIAM VIEIRA GONÇALVES
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Data: 07/06/2024
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This research aims to analyze in the productions of the participants of the GeoGebra course of the 19th and 20th editions in relation to the theme of Statistics, to which skills of the BNCC of Elementary School - final years and High School are related and how these productions can contribute to the statistical literacy of these students. The GeoGebra course was created by Dantas and Lins and aims to help train math teachers to use the GeoGebra software in the teaching and learning of mathematics. The main question of the research is: "What has been produced about Statistics in the constructions of the participants of the 19th and 20th editions of the GeoGebra course and what skills of the BNCC of Elementary School - final years of High School are related to them and how can these productions collaborate with the math teacher for statistical literacy?". The research corpus includes 463 course participants' productions in the Module 7 Task, which deals with Statistics and Data Processing in GeoGebra, collected from the course database in the editions mentioned above and analyzed using the MaxQda software. We used Textual Discourse Analysis (TDA) in the view of Moraes and Galiazzi (2016) conducted in the MaxQda software. In accordance with the research objectives, we created four categories of analysis: (i) Statistics content; (ii) The purpose of using GeoGebra in the development of the productions related to the support videos; (iii) Skills related to the BNCC in the productions; (iv) Productions with statistical literacy potential.
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22
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OLÍVIA APARECIDA GOMES FRANÇA CHRISTEL
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SABERES E FAZERES NA INTERAÇÃO COM O QUINTAL - PERCEPÇÃO DE PAIS E ALUNOS DO 5º ANO DO ENSINO FUNDAMENTAL
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Orientador : ADAILTON ALVES DA SILVA
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Data: 26/06/2024
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This research investigates the knowledge produced by 5th grade students at the Maria Júlia de Almeida Municipal School, Alto Araguaia - MT, based on the act of spatializing the backyard/yard of their homes. Considering that mathematics is a concern we have in relation to teaching and learning, we decided to research the backyard, which is an outdoor area, usually located at the back of a house, where people can enjoy nature, grow plants, barbecue and spend leisure time. It's a private and cozy space! With this in mind, we sought to observe how the children spatialize their backyard using mathematics. This is how we came up with the guiding question for this research: What mathematical knowledge do the children at the Maria Júlia de Almeida school produce when they relate to their backyard? Methodologically, we used a qualitative, ethnographic approach, using data collection instruments such as interview guides, conversation circles and classroom reproductions of the activities observed in the backyards and described in the interviews and conversation circles. The subjects of the research were: parents of pupils and fifth-graders at the school under investigation. To collect the data, we interviewed the students' parents individually, going house to house and observing the backyards. We collected the children's opinions using conversation circles, a dynamic that helps produce dialog and ensures that everyone has the option to speak. To analyze the data, we used interpretive analysis to understand the relationship between mathematical knowledge and practices in the backyard environment. The results showed the possibilities of producing mathematical knowledge in the most diverse interactions between children in their backyards or similar spaces. The research carried out at the Maria Júlia de Almeida School revealed that 5th grade children produce mathematical knowledge in a significant way when interacting with their backyards. Backyards are fundamental spaces for children's all-round development, offering opportunities for authentic learning and enriching experiences. We suggest carrying out activities that value local culture and promote learning through interaction with the natural environment, such as gardening workshops, outdoor storytelling and observing fauna and flora.
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23
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ANDRESSA PIRES MARASSI
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ROBÓTICA EDUCACIONAL COM O SOFTWARE PICTOBLOX E PLACA ARDUINO PARA O DESENVOLVIMENTO DE HABILIDADES DA MATEMÁTICA E DO PENSAMENTO COMPUTACIONAL
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Orientador : DIEGO PIASSON
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Data: 01/07/2024
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Contemporary society finds itself in a state of constant flux, largely due to the rapid emergence of new technologies, particularly in the digital realm. However, this transformative impact hasn't been proportionately reflected in educational systems. The integration of these new technologies demands mastery of fresh skills, with computational thinking standing out prominently in today's landscape. In this context, educational robotics emerges as a promising strategy to introduce technology into education and foster the development of various skills, including mathematics and computational thinking. This research aims to comprehend the contributions and challenges arising from the use of educational robotics, employing the PictoBlox visual programming software and Arduino Uno board, to cultivate mathematical and computational thinking skills among high school students. To achieve this goal, the study addresses the guiding question: “what are the primary contributions and challenges of educational robotics, using PictoBlox visual programming software and Arduino Uno board, to the teaching of mathematics and the development of computational thinking with high school students?”. Data collection involved an instructional experiment with twelve high school students from Barra do Bugres – MT, spanning sixty hours. Data gathering procedures encompassed participant observation, questionnaires, group discussions, and audiovisual recordings. Following a qualitative and interpretative approach, data analysis was conducted through the lens of Textual Discursive Analysis (TDA). Three categories were considered: (i) ‘Educational robotics with PictoBlox software and Arduino Uno board’, comprising three subcategories and eleven units of meaning; (ii) ‘Development of mathematical and computational thinking skills through educational robotics’, with two subcategories and ten units of meaning; (iii) ‘Usability and potential of PictoBlox software’, featuring one subcategory and four units of meaning. The analysis revealed that educational robotics with PictoBlox and Arduino Uno fosters the mobilization and development of mathematical and computational thinking skills. Among the primary contributions are active learning, collaboration, the development of digital culture skills, student motivation, and the interdisciplinary integration of mathematics with other subjects. However, challenges were also identified, such as difficulties in understanding and applying electronic concepts, technical issues, and the need for high-quality components and technological resources. In conclusion, educational robotics, utilizing PictoBlox and Arduino Uno, represents a promising approach to enhance mathematics education and nurture essential skills for the 21st century. Nonetheless, attention must be given to technical and pedagogical obstacles for effective implementation.
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24
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FREDERICO MAZIERI DE MORAES
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A TEMÁTICA SEXUALIDADE NO ENSINO DE CIÊNCIAS DO 8º ANO: UMA ANÁLISE DOCUMENTAL A PARTIR DOS LIVROS DIDÁTICOS, MATERIAL ESTRUTURADO E BASE NACIONAL COMUM CURRICULAR (BNCC)
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Orientador : ISABELA AUGUSTA ANDRADE SOUZA
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Data: 28/08/2024
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The objective of the research was to analyze how the theme of sexuality is described in the textbooks of the National Textbook Plan (PNLD) and in the structured material made available by the Department of Education of the State of Mato Grosso, for the 8th years of elementary school starting from Specific Competencies 5, 7 and 8, provided in the National Common Curricular Base (BNCC), listed in the Curriculum Reference Document for Mato Grosso (DRC-MT), and thus, identify if the material meets the competencies required by the regulations. After the analyses, we raised the following question: How is the information about the Cross-Cutting Theme "Sexuality" covering Sex Education available in the textbooks and in the Structured Material provided by SEDUC-MT? From the material investigated, we made a comparison between the textbooks of Natural Sciences of the 8th grade of elementary school and the Structured Teaching Material, increasing the possibilities of greater access and effectiveness in the teaching and learning process for students, in relation to the theme of sexuality. We intend to contribute to the construction of future didactic materials that encompass in a more comprehensive way, the sexuality of adolescents as a whole, in an attempt to reread these themes, and thus, collaborate in the access to a scientific language breaking some resistances, as well as taboos and paradigms on this theme, providing an improvement in the quality of teaching in Sex Education in schools.
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25
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MICHELE HELENA MENDES
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ROBÓTICA EDUCACIONAL NO ENSINO DE MÉDIA ARITMÉTICA E MODA NO ENSINO MÉDIO
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Orientador : DAISE LAGO PEREIRA SOUTO
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Data: 30/09/2024
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In this research, we seek to understand the contributions of educational robotics used in the classroom for learning Arithmetic Mean and Fashion by high school students. The subjects of this study were 2nd year high school students at Escola Estadual Assembleia de Deus, located in the municipality of Barra do Bugres in the state of Mato Grosso, where the researcher currently carries out her activities. The theoretical foundation was based on concepts from Activity Theory. The question that triggered this investigation was formulated as follows: what are the contributions of educational robotics used in the classroom for learning Arithmetic Mean and Fashion by high school students? Methodologically, the qualitative paradigm was used and the instruments for data production were participant observation, field diary, focus group and audio and visual recording. Data analysis used the analytical tool proposed by Engeström and Sannino (2011), which made it possible to identify the discursive manifestations of internal contradictions that emerged during the participants' interaction. The linguistic clues revealed opportunities for negotiation and resolution of challenges, which contributed to the development of students' mathematical thinking. These moments of interaction allowed students to discuss and explore mathematical concepts collaboratively, encouraging reflections on the concepts. The results indicate that robotics contributes to teaching arithmetic mean and mode during the programming phase. During this period, participants return to and understand mathematical language, converting it into programming language. In addition to mathematical learning, we observed that dealing with conflicts enabled participants to develop skills such as collaboration, communication, teamwork and critical thinking.
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26
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JUSCINÉIA PEREIRA
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O ENSINO DE MATEMÁTICA NA EDUCAÇÃO DE JOVENS E ADULTOS NOS ANOS DE 2020 E 2021: MAIS ALGUNS DESAFIOS DA ATUAÇÃO DOCENTE NA PANDEMIA
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Orientador : JOÃO SEVERINO FILHO
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Data: 04/11/2024
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This research seeks to build a study on political, administrative and pedagogical scenarios in the pandemic period of Youth and Adult Education (EJA), taking as a context the classes of the second EJA segment of the Escola Estadual Evangélica Assembleia de Deus and the relationships between teachers and students of this context, this is a research with a qualitative approach. The research emerges as the main question of this research: What are the main difficulties faced by Mathematics students and teachers in the second segment of Elementary Education for Youth and Adult Education-EJA in remote classes at the Escola Estadual Evangélica Assembleia de Deus? And what teachers' strategies are noticeable in teaching EJA, due to the COVID-19 Pandemic? The research had the general objective of analyzing which pedagogical practices were used in the years 2020 and 2021 in Mathematics classes at the Escola Estadual Evangélica Assembleia de Deus, in the Youth and Adult Teaching (EJA) modality in the classes of the second Elementary Education segment of the EJA, as well as understanding what teachers' perceptions were about remote and hybrid classes in Mathematics classes. The concepts: cognitive segregation and digital segregation, active methodologies, Remote Teaching and Hybrid Teaching in Mathematics Teaching, will be the topics of discussion to problematize and substantiate the object of study. The theoretical foundation will be based on dialogues with the theme of EJA, and the interface with Mathematics and Remote and Hybrid Education, taking Freire (1997) as a reference. The production of information was carried out through semi-structured interviews with teachers, students and school management, with the help of a script with guiding questions and audio recording of the meetings with the cell phone and anchored by Oral History. The analysis will follow as prescribed by Severino (2007) who discusses interpretive analysis. The research results indicate that, during the pandemic, both students, teachers and school management at EJA of E. E. Evangélica Assembly de Deus faced significant adaptations and challenges, mainly due to the lack of internet access and adequate equipment. Remote classes were more focused on checking activities carried out by students, omitting teaching-learning, thus revealing limitations in understanding the content without the physical presence of the teacher. Most students opted for printed materials, neglecting the need for different strategies to guarantee learning and avoid dropping out of school. Finally, a more detailed study of the resources and platforms used is proposed, with the aim of optimizing mathematics teaching in Youth and Adult Education.
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27
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VALDIRENE VIEIRA LIMA WANDERLEY
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EDUCAÇÃO MATEMÁTICA E ECONOMIA SOLIDÁRIA: Os processos de apropriação e significação do conhecimento, na construção de comunidades sustentáveis
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Orientador : JOÃO SEVERINO FILHO
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Data: 05/11/2024
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This research proposes a reflection on an equalized economy for all. Promotes Mathematics Education as an aware source of this economy with and for others. Its objective is to analyze the knowledge and practices related to the Solidarity Economy practiced by the community of the Gilvan de Souza State School, which offers the Youth and Adult Education Modality – EJA/MT, provided by the training workshops held on the topic. Anchoring in D’Ambrosio (1994), Paulo Freire (1996) SINGER (2002), Meneghetti (2013), with reflections around Mathematics Education, Popular Education and Solidarity Economy (ES). It uses qualitative research as a methodological proposition, focusing on a case study. With participant observation, semi-structured interviews, audiovisual recording, field notebook, analysis of the written ES project, constantly interacting with the study subjects, in the context of ES workshops. Justifying the need to rethink this socioeconomic movement that establishes and stars teachers and students as subjects of an economic metaphor.
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28
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ANDRÉIA FRANCISCA COELHO NASCIMENTO
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FORMAÇÃO CONTINUADA EM RESOLUÇÃO DE PROBLEMAS MATEMÁTICOS: INFLUÊNCIAS NA PRÁTICA PEDAGÓGICA DE PROFESSORES DO 5º ANO DA REDE MUNICIPAL DE PONTES E LACERDA.
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Data: 22/11/2024
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This research aims to investigate the influence of training on mathematical problem-solving on the pedagogical practices of 5th-grade teachers in municipal schools of Pontes e Lacerda. In order to meet the proposed objectives, we formulated the following guiding question: How did continuous training in mathematical problem-solving impact the pedagogical practices of 5th-grade teachers? Methodologically, we adopted a qualitative approach in the Research-Formation modality, aiming to describe, analyze, and interpret the responses of teachers who participated in the 40-hour in-person training titled "Mathematical Problem-Solving for the 5th Grade of Elementary School," held in 2023. Data collection was carried out through two online questionnaires: Questionnaire 1 (https://forms.gle/nhquJcm6pULBRmjg8) and Questionnaire 2 (https://forms.gle/prerr7VPdT2X9zmX8), both completed by 28 participating teachers. For data analysis, we used Content Analysis according to the guidelines of Bardin (1977) and Rodrigues (2019), which allowed us to define 16 recording units. These units were organized into two categories of analysis: (i) Contributions of the Training: Mathematical Problem-Solving for the 5th Grade of Elementary School and (ii) Aspects and Perspectives of Mathematical Problem-Solving in the Pedagogical Practices of 5th Grade Teachers. From these categories, we performed a dialogical interpretation, comparing the data with the theoretical concepts that underpin this research.
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29
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EVERALDO DA SILVA
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PRÁTICAS PEDAGÓGICAS COM TECNOLOGIAS DIGITAIS PÓS-PANDEMIA NA EDUCAÇÃO MATEMÁTICA
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Orientador : CLEIDE APARECIDA FERREIRA DA SILVA GUSMAO
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Data: 26/11/2024
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Esta pesquisa tem como objetivo compreender as representações dos professores que ensinam Matemática em relação ao uso das tecnologias digitais e seus artefatos na prática pedagógica pós-pandemia na cidade de Nova Olímpia – MT. A pergunta que nos direciona é: Como se manifestam as representações dos professores que ensinam Matemática sobre o uso de Tecnologia digital na prática prtica pedagógica? A pesquisa emprega uma abordagem qualitativa, os instrumentos para produção de dados são questionários semiestruturado para identificação do perfil dos participantes da pesquisa, a observação participante, entrevistas semiestruturadas e grupo focal. O universo da pesquisa foi constituído por dois ambientes naturais para produção de dados: o presencial e o on-line, espaços que os professores participantes e pesquisador se encontraram, em momentos formativos. Para conduzir a análise dos dados produzidos, adotamos a abordagem de Análise de Conteúdo delineada por Bardin (1977) e ampliada por Rodrigues (2019). Esse método permitirá estruturar categorias de análise que, por sua vez, servirão como recursos para interpretar os dados. Na categoria de análise I – Tecnologias Digitais e os conhecimentos dos professores, a pesquisa revela uma diversidade de experiências e desafios relacionados ao uso de tecnologias digitais na educação, incluindo dificuldades devido à formação e ao acesso limitado a recursos tecnológicos apropriados. Os dados indicam também que há uma disposição dos professores para aprender e integrar novas tecnologias em suas práticas pedagógicas. No entanto, identificamos que o apoio da gestão escolar, embora essencial, ainda é insuficiente em muitos casos, devido a fatores como falta de financiamento e políticas inadequadas. Como possibilidade de avanços, os dados revelam que a preferência por cursos online destaca a importância da flexibilidade e da diversidade de opções para a formação continuada dos professores. Portanto, para a integração das tecnologias digitais, é importante oferecer suporte contínuo, recursos adequados e incentivos para a formação continuada dos professores.
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30
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ALLANA CAROLINI DA SILVA
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A PERCEPÇÃO DOS PROFESSORES SOBRE AFETIVIDADE E SUA RELAÇÃO COM A APRENDIZAGEM
NO ENSINO DE CIÊNCIAS E MATEMÁTICA
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Orientador : ISABELA AUGUSTA ANDRADE SOUZA
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Data: 03/12/2024
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Mostrar Abstract
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The research is based on the premise that the school must provide adequate conditions for learning, guaranteeing not only comprehensive scientific training, but also questions about the interpersonal relationship between teachers and students.This work investigated teachers' perception of the influence of affective pedagogical activities and their relationship with learning in science and mathematics. The target audience of the research was educators, with a total of seven participating teachers, both mathematics and science at Escola Estadual Cora Coralina, in Comodoro/MT. We used online questionnaires via Google Forms and with approval from the UNEMAT Research Ethics Committee. The results indicated that pedagogical practices that integrate affectivity are seen as fundamental to overcoming learning challenges, promoting a classroom environment that values students' social and cultural differences. In addition to increasing student engagement, the affectivity in the relationship between teachers and students proved capable of developing mathematical and scientific skills, demonstrating that the continued training of teachers can strengthen these affective and educational practices. This study contributes to reflection on the importance of affectivity in education, promoting pedagogical practices that encourage learning in an inclusive and emotionally safe environment.
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31
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ELIS ADRIANA PIOVESAN
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HABITAR E SER HABITADO NA COMUNIDADE SÃO JOAQUIM:
vivências e convivências que revelam saberes matemáticos dos estudantes da Escola Estadual Antonio Hortollani
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Orientador : ADAILTON ALVES DA SILVA
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Data: 04/12/2024
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Mostrar Abstract
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This study had the general objective of investigating the act of inhabiting and being inhabited by students from a rural school in the São Joaquim community in Tangará da Serra/MT in their respective living and coexistence spaces, as a possibility of an interaction that favors the process of generation, systematization and dissemination of mathematical knowledge and practices that can provide students with meaningful learning of school mathematics. Methodologically, we used a qualitative approach of a descriptive and interpretative nature. Using instruments that allowed generating data such as: application of workshops, action plan, question guide, questionnaire, and document analysis. 22 students from Elementary School I and II at the Antonio Hortollani State School participated in this research. To analyze the data, we used the qualitative descriptive analysis proposed by Soares (2022), allowing us to rescue and synthesize the mathematical knowledge and practices intrinsic to the sociocultural context of the students. The main theoretical pillars that supported this research deal with the contributions of D’Ambrosio, Bandeira, Silva, Rosa and Orey, specifically on the points that converge on school mathematics and ethnomathematics education and the school. The results of the analyzes revealed the emergence of two perceptions on the part of the researcher, the first corresponds to the place of the São Joaquim district with its specificities and the second takes us to its space that is configured in different meanings constructed in the dynamics of experiences and coexistence between the students. Two perceptions that dialogue, and it was by relating them that we discovered different mathematical knowledge and practices that are generated, systematized and disseminated through group interactions and mainly within the participants' family life. Knowledge was evidenced in the different ways of playing and interacting, in learning alongside grandparents, in reports enriched with knowledge about craft processes, in recipes with all the procedures for transforming food, and in the techniques and resources to create and build toy and crafts. We are talking about knowledge constructed with others, therefore they have meaning and meaning for those who experience and share, which is why they need to be rescued and valued in the school space in order to contribute to enhancing learning, through connections between the student's culture and school knowledge.
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32
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CAMYLA MANSANO
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TECNOLOGIAS DIGITAIS, CRIATIVIDADE E MATEMÁTICA: UMA ANÁLISE DAS TESES E DISSERTAÇÕES SOBRE O ENSINO DA CRIATIVIDADE EM PROGRAMAS DE PÓS-GRADUAÇÃO NO BRASIL
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Orientador : DECIO SCHAFFER
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Data: 18/12/2024
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Mostrar Abstract
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This research aims to analyze how digital technologies are addressed in Brazilian graduate theses and dissertations within the context of teaching creativity in Mathematics, focusing on identifying the main methodologies and strategies used to promote the development of creativity from 2015 to 2023. Therefore, the guiding question of the research is: What do academic research (dissertations and theses) involving digital technologies in the context of creativity in Mathematics, developed between 2015 and 2023 in Brazil, reveal to us? For data collection, a survey of dissertations and theses available in the CAPES database was conducted. Methodologically, we adopted a qualitative approach, in the mode of the State of Knowledge, which allows for the understanding of studies conducted on digital technologies in the context of creativity in Mathematics, in a quantified and ordered manner. The research corpus consisted of 41 studies, including 32 dissertations and 9 theses involving the aforementioned theme. For the analysis of this material, we used some concepts of Content Analysis from Bardin's perspective (1977). The analysis of the theses and dissertations shows a diversity of approaches, from the use of interactive digital tools to the integration of interdisciplinary projects that stimulate creative thinking. In addition, the National Common Curricular Base (BNCC) (2022) and more recently the BNCC Computation (2022), which are explored as regulatory frameworks and guide the inclusion of creativity in the school curriculum, highlighting the importance of computational and digital skills. Finally, this work offers a critical reflection on the challenges and opportunities for promoting creativity in the Brazilian educational context, indicating that the recommendations for the development of educational policies and pedagogical practices that foster a creative and innovative environment from the Organization for Economic Cooperation and Development (OECD) are being implemented in Brazil. The present research contributes to the advancement of studies on the teaching of creativity in Brazil, opening up perspectives for future investigations. By identifying the main trends and challenges, this work signals the need to deepen the analysis of certain aspects, such as the impact of digital technologies on promoting creativity and the relationship between creativity. In addition, it suggests the conduct of longitudinal studies that follow the development of creativity throughout students' school trajectory. It is believed that, by stimulating new research, this work will contribute to the construction of a more solid and consistent theoretical body on the subject, providing subsidies for the formulation of public policies and pedagogical practices that promote the development of creativity in Brazilian students, providing understandings and a deeper and more critical view of what has already been produced and what still needs to be explored in research (dissertations and theses) involving digital technologies in promoting creativity in mathematics.
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