Dissertations/Thesis

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2022
Dissertations
1
  • FABRÍCIA DANTAS
  • CHEMICAL EQUILIBRIUM  IN GENERAL CHEMISTRY TEXTBOOKS: PERCEPTIONS OF CONTEXTUALIZED APPROACHES AND CHEMISTRY REPRESENTATION ASPECTS
  • Advisor : CARLOS NECO DA SILVA JUNIOR
  • COMMITTEE MEMBERS :
  • CARLOS NECO DA SILVA JUNIOR
  • Fernanda Marur Mazze
  • LUIZ ALBERTO DA SILVA JUNIOR
  • WALLACE ALVES CABRAL
  • Data: Apr 28, 2022


  • Show Abstract
  • Contextualization is an aspect that has been discussed for decades, becoming a more frequent discussion based on guidelines in official documents, such as in the Federal Constitution of 1998, in the Curriculum Parameters of the early 2000s, National Curriculum Guidelines for Basic Education in 2013 and more recently also in the National Curriculum Base. Although these discussions are not so recent, it is noted that the teaching of chemistry is still based on a fragmented, memoristic and little reflective teaching, this becomes a big problem as most students do not experience the teaching process and learning chemical concepts in a contextualized and interdisciplinary way in their training. The lack of these relationships can be observed in textbooks and, in a way, this hinders the training of chemistry teachers since textbooks are one of the main instruments used both in didactic planning and in the study of chemical contents. Thus, making use of teaching material that prioritizes approaches that emphasize aspects of contextualization while prioritizing the representation aspects of this Science can be an interesting approach to go beyond decoding Chemistry in textbooks, and, consequently, the teaching and learning process is favored. From this perspective, this work sought to show, through the analysis carried out in four textbooks on General Chemistry in Higher Education, how the contextualization is conceived to the topics of chemical equilibrium content, as well as the three levels of representation of chemistry (macroscopic, submicroscopic and symbolic) discussed by Alex Johnstone are related, discussing the pedagogical implications of these approaches for the teaching and learning process of this content. As this is qualitative research, whose source of data to be investigated are texts from higher education textbooks, Bardin's Content Analysis served as an instrument for data analysis. Thus, the data collected in the first stage of the analysis were organized into units of meaning and categorized based on their similarities and differentiation (intermediate analysis categories), with subsequent regrouping, based on common characteristics (final analysis categories). The analysis of the categories presented in this research has shown that these textbooks continue to work with decontextualized and fragmented approaches, prioritize contexts outside the reality of students, especially in the context of production of this research that is the city of Natal in the state of Rio Grande do Norte in addition to emphasizing aspects of chemistry representation that corroborate with very frequent difficulties in this content.

     

2
  • DIOGINYS CESAR FELIX DE LIMA
  • TECHNOLOGY IN FOCUS IN STS EDUCATION: A STUDY IN THE INITIAL EDUCATION OF SCIENCE TEACHERS

  • Advisor : JOSIVANIA MARISA DANTAS
  • COMMITTEE MEMBERS :
  • JOSIVANIA MARISA DANTAS
  • MARCIA GORETTE LIMA DA SILVA
  • RUTH DO NASCIMENTO FIRME
  • Data: Aug 22, 2022


  • Show Abstract
  • Some research in the field of studies of Science, Technology and Society Education (CTS) indicate that the proposals and approaches in recent years tend to privilege only the secondary elements (C and S) - Science and guide the debate on Society Technology and/or merely to a broad instrumental definition, without proposing a further discussion of this element so as not to consider its epistemological character. In this perspective, in order to give greater visibility to the element (T) in STS Education, the present study aimed to investigate how concepts of Technology of Degrees in Natural Sciences in two Higher Education institutions in the state of Rio Grande do Norte. To this end, a survey was carried out on the topic of Technology in the area of Science teaching in the 2010-2020 decade; and we identified how these parts are addressed in the curricular and extracurricular activities of the courses to which the participants are linked. This research is exploratory, with a qualitative approach. The instrument used was a Physics applicator (UFRN) with the help of Google Forms with 8 undergraduates, Chemistry and Biological Sciences courses (UFRN) and the Federal Institute of Rio Grande do Norte (IFRN). The research was promoted to the Research Ethics Committee (CEP) of UFRN, approved by Opinion No. 5.26.294, thus close to the norms of Resolution 510/2016 of the National Health Council. To analyze the corpus, we used elements from Bardin's content analysis (1977). The results indicate that the dimension Technology as a human activity was the most frequent, followed by the dimensions Technology as object/artifact and Technology as a mode of knowledge. We observed that most of the answers allude to the prevalence of Restricted Conceptions of Technology, as these are close to deterministic and instrumentalist concepts of Technology. For the researched universe, technologies are useful to satisfy human needs, in addition, aspects such as non-neutrality and the volitional dimension of Technology were not mentioned in the answers acquired. Therefore, we consider the need for discussion and insertion of curricular proposals for the Biological Sciences, Chemistry and Physics Licentiate courses of these institutions in order to consider the aspects of the Nature of Technology in a broad way. In this way, we emphasize that, for the rise of the element (T) to occur in a way that it is equivalent to the other elements (C and S) of the CTS triad in the Brazilian context, it is necessary to propose and carry out more studies that involve this theme in the formation initial and/or continuing education of Science teachers.

Thesis
1
  • DAYANA DO NASCIMENTO FERREIRA
  • Critical reading of scientific dissemination texts from a freireana perspective

  • Advisor : MARCIA GORETTE LIMA DA SILVA
  • COMMITTEE MEMBERS :
  • ANDREA FERNANDA REVEL CHION
  • Fernanda Marur Mazze
  • MARCIA GORETTE LIMA DA SILVA
  • MAYARA LARRYS GOMES DE ASSIS NOGUEIRA
  • MONICA LOPES FOLENA ARAUJO
  • SAMUEL PENTEADO URBAN
  • Data: Mar 30, 2022


  • Show Abstract
  • The literature reports different studies related to critical reading in science teaching referencing analytical instruments, some focusing exclusively on the study and analysis of the skill others addressing teaching strategies and activities, among others. In particular, our investigation seeks to compare some of these instruments with Paulo Freire's perspective of critical reading in news disseminated by the media. To this end, we designed activities from the CRITIC instruments developed by Bartz (2002) and their adaptations supported by Paul and Eider (1998) and Silva, Bargalló and Prat (2017). Specifically, our intention was to analyze the reading process developed from a Freirean perspective and compare these instruments with the reading of texts addressing biochemistry concepts. The intervention was developed in 2 moments with high school students of technical level in food at IFRN - Campus Currais Novos. In the 1st moment it included 3 stages: before reading (images and title); during reading (text of the news and use of CRITIC); after reading (clippings of the article text). In the second moment, we inserted a 4th stage for rewriting the news, seeking approximation to the Freirian referential. We observed in the students' speeches, discrete relations with the technical formation in food. They questioned the scientific methodology used to present the information in the texts, such as data collection and treatment. In addition, they pointed out social concerns regarding such information for "lay" readers, alerting to the manipulative possibilities of the same. Regarding the analysis of the acronym CRITIC, we identified 2 characteristics that distance from Freire's perspective of critical reading, which correspond to the student's world context and dialogue, essential pillars in Freire's pedagogy. As for the analysis directions, we highlight that they are possibilities to help the teacher in the interpretation of the results obtained from the use of the generating questions and the rewriting of the news. Such results originated two publications (a book chapter and a scientific article) and a proposal of a critical reading activity in the light of Freirian thought (involving the student from the choice of the generating theme, the use of generating questions in substitution of CRITIC, and the free rewriting of the news). We emphasize, that the reading of news texts with scientific content, added positive ways in the search for relating the students' world context with the disciplines worked in the food technical course, and can contribute in a fruitful way in the formation for criticality.

2
  • KALINE ANDREZA DE FRANCA CORREIA ANDRADE
  • A STUDY ON AL-RISĀLA AL-MUHĪTĪYYA (1424) BY AL- KĀSHĪ AND ITS PEDAGOGIC POTENTIAL

  • Advisor : BERNADETE BARBOSA MOREY
  • COMMITTEE MEMBERS :
  • ANA CAROLINA COSTA PEREIRA
  • BERNADETE BARBOSA MOREY
  • FRANCISCO DE ASSIS BANDEIRA
  • JOHN ANDREW FOSSA
  • SEVERINO CARLOS GOMES
  • Data: Jul 21, 2022


  • Show Abstract
  • Our thesis consists of a qualitative documentary and bibliographic research that makes a historical and mathematical study of the Treaty of the Circumference (al-Risāla al-Muhītīyya) written by the Islamic scholar al-Kāshī in the year 1424 in Samarkanda in Uzbekistan. This treaty consists of the search for a better approximation for the relationship between the circumference of the circumference and its diameter, taking as a comparison the existing approximations until then. The result obtained by al-Kāshī for the relationship sought was a value with a precision of sixteen decimal places, this was obtained by an iterative method of rapid convergence. Our thesis aimed to highlight elements of the Treaty of Circumference that presented pedagogical
    potential for use in the classroom. To achieve our objective, we rely on concepts from the Theory of Objectification (TO), developed by Luis Radford and on this author's conceptions about the articulation between the history of mathematics and mathematics teaching. We also used the methodology of Analysis of Historical Texts of Mathematics (ATHM) developed by Fumikazu Saito and collaborators. The base text for our studies was the Russian translation of the Treaty of the Circumference from which we created a working version in Portuguese. Through the historical and mathematical study, we made an exposition of the external characteristics of the work such as the existence or not of manuscripts and translations, historiographical and contextual aspects. We selected thirteen excerpts from the text and from their analysis we were able to discuss historical, epistemological, mathematical and axiological issues found in the text. One of the results obtained was the observation that the knowledge incorporated by the Treaty of the Circumference of al-Kāshī and its
    context have pedagogical potentialities that can be used in the classroom aligned with both pedagogical issues that favor a broader training of teachers, as well as the teaching mathematics, exemplified through the elaboration of two activities according to the Theory of Objectification.

2021
Dissertations
1
  • AMANDA GLYCIA SILVA MOREIRA DA COSTA
  • REVELOPMENT OF CONCEPTUAL MAPS AS A STRATEGY IN PROMOTING SCHOOL ARGUMENTATION
  • Advisor : MARCIA GORETTE LIMA DA SILVA
  • COMMITTEE MEMBERS :
  • SYLVIA REGINA DE CHIARO RIBEIRO RODRIGUES
  • LÍVIA CRISTINA DOS SANTOS SILVA
  • MARCIA GORETTE LIMA DA SILVA
  • MILTON THIAGO SCHIVANI ALVES
  • Data: Feb 5, 2021


  • Show Abstract
  • The use of teaching strategies that enable the development of argumentative skills in the classroom, become increasingly necessary in science education, in order to make students, critical and reflective citizens. Therefore, we intend to analyze the discourse of high school students during the defense of concept maps as part of an implicit teaching activity of school scientific argumentation, in order to answer the following research question: “Activities involving concept maps, can promote the teaching of argumentation? In positive case, how?” In this context, we propose the use of the conceptual map, as a teaching tool, in a sequence of activities, aiming at promoting argumentation in the classroom. The application of the activity proposed, by this research, with CAAE (Certificate of Presentation for Ethical Consideration) 15863319.3.0000.5537, involved the process of construction, reformulation and defense of concept maps, based on the theme “acid rain”, and lasted approximately five meetings, one theoretical, on the process of building conceptual maps and contextualizing the guidelines for the proposed methodological strategy, and four meetings to carry out the proposed activities, each meeting containing two classes of 50 minutes duration each. The participating subjects were teenagers students from 3rd grade in computing studies at IFRN, on Currais Novos campus, in the discipline of Chemistry I. The data collection was carried out through audio and video recordings, and the data could be analyzed from the students' speeches, which were transcribed and organized in terms of statements by each component of the groups and, for the analysis, a rubric adapted from the authors Shemwell and Furtak (2009) was elaborated in which it addressed: the lack data, the use of data and the articulation data with conceptual relationships. In this rubric analysis of the declarations, the data correspond to the elements that configure a conceptual map (terms of connection, arrows, concepts, propositions, among others) and the conceptual relationships are the technical and/or scientific information used to support the speeches and correlate with the data. As a result, we observed that, during the defense of the maps, groups A and B presented a smaller volume of declarations, and in their arguments, they used data and the articulation between data and concepts in the three actions that constitute the defense stage. Group F and G, on the other hand, presented a greater volume of declarations and articulated the data relating them to the concepts also in the three moments of the defense activity, they also presented a differential factor in their declarations, without any statement at “the lack of data” category both in evaluation and refutation actions. The insertion of the defense activity of concept maps, in addition to enabling a greater iteration of the conceptual organization that students attributed to the theme of “acid rains”, also revealed a rich potential to further the negotiation of meanings and scientific argumentation in the classroom , owing to the processes of formulating and reformulating conceptual relationships on a given theme, based on the questions and refutations of colleagues, making students re-evaluate their own established conceptions. Thus, we believe that the adoption of such a didactic proposal, contributes to a significant advance in education, with regard to the formation of reflective citizens in decision making based on argumentative processes.

2
  • FERNANDA DANIELE DE SOUSA DOMINGOS
  • EPISTEMOLOGICAL OBSTACLES IN THE SCIENTIFIC THINKING OF BENJAMIN FRANKLIN: CONTRIBUTIONS TO THE TEACHING OF ELECTRICITY

     
  • Advisor : ANDRE FERRER PINTO MARTINS
  • COMMITTEE MEMBERS :
  • ANA PAULA BISPO DA SILVA
  • ANDRE FERRER PINTO MARTINS
  • BRENO ARSIOLI MOURA
  • FRANCISCO JOSELIO RAFAEL
  • MILTON THIAGO SCHIVANI ALVES
  • Data: Feb 11, 2021


  • Show Abstract
  • For decades, research in Science Education has directed part of his interests to discussions involving History, Philosophy, and Sociology of Sciences. In this interface field, the discussions promoted by philosophers of science who sought to build theoretical explanatory models from the understanding of the historical development of science deserve attention. Among them, we can highlight Gaston Bachelard (1884-1962), a French epistemologist and philosopher of science, who proposes to analyze the history of sciences, their revolutions, as well as the démarches of the scientific spirit, developing work with profound pedagogical implications. One of the central concepts inaugurated by the Bachelardian historical epistemology is that of an epistemological obstacle, which inevitably arises in the process of construction of scientific knowledge that is intended to be objective. Based on this framework, the objective was to investigate the appearance of some epistemological obstacles in the studies on electricity by Benjamin Franklin (1706-1790), mainly in the ideas contained in the work Experiments and Observations in Electricity, made in Philadelphia in America (1769), that was taken as the basis for the analyzes. From this study, it was possible to recognize the presence of obstacles, among them, the substantial and the verbal, mentioned by Bachelard in his work The Formation of the Scientific Spirit (1938). In this direction, without imposing parallelism, the knowledge of the “historical” epistemological obstacles can be useful for the understanding of the conceptions and difficulties manifested by students in teaching situations, concerning the contents of electricity.

3
  • JOSÉ MARCOS LOPES CELESTINO
  • ANALYSIS OF CONTEXTUAL, MACRO AND SUBMICROSCOPIC ASPECTS OF “CHEMICAL KINETICS” TEXTS IN GENERAL CHEMISTRY BOOKS USED IN HIGHER EDUCATION

  • Advisor : CARLOS NECO DA SILVA JUNIOR
  • COMMITTEE MEMBERS :
  • ANDERSON DIAS VIANA
  • CARLOS NECO DA SILVA JUNIOR
  • FABIANA ROBERTA GONCALVES E SILVA HUSSEIN
  • Data: Feb 26, 2021


  • Show Abstract
  • The present work is the result of an investigation involving higher education chemistry textbooks using the Johnstone triplet (1982) as the main reference. In this sense, in an attempt to achieve the objectives of this research, a qualitative analysis of the chapter called Chemical Kinetics was carried out in 4 (four) books of general chemistry used in university teaching in Chemistry and Engineering courses at UFRN. The study was developed based on a qualitative approach based on a consultation with the number of books in circulation for loans at the central library of the UFRN campus and in the sector of the Institute of Chemistry. The methodological path included the elaboration of guiding points for the analysis of books with an emphasis on chemical knowledge that addresses the elements of symbology, representations, context and the macroscopic and submicroscopic aspects of the textual content present in these works. The categories constructed during the analysis were based on elements of Bardin's content analysis. The partial results demonstrate that the books present discussions that are not intertwined with Johstone's proposal. From the analysis, it was also possible to perceive that the works do not present the interconnection between the discussions of these levels of representation with a contextualized approach that portrays practical examples from the students of the local reality in which these students find themselves (Natal / RN). Finally, it can be said that university chemistry textbooks that address the content of chemical kinetics, may be useful in understanding the content of general chemistry, but need complementary material that allows the reader / student discussions that lead to understanding of the three levels of representation of matter as Johnstone (1982) points out.

4
  • MONARA JEANE DOS SANTOS COSTA
  •  
    THE APPROACH OF SOCIO-SCIENTIFIC ASPECTS AND QUESTIONS IN THE CHEMISTRY SCHOOL BOOKS APPROVED IN PNLD/2018
  • Advisor : JOSIVANIA MARISA DANTAS
  • COMMITTEE MEMBERS :
  • BRUNA HERCULANO DA SILVA BEZERRA
  • ALBINO OLIVEIRA NUNES
  • JOSIVANIA MARISA DANTAS
  • Data: Aug 31, 2021


  • Show Abstract
  • Considering that the predominance of science and technology are clearly present in every citizen's daily life, it is necessary to relate them to investigative processes, analyzing the social implications of scientific and technological development. Associated with this conception, which aims to form active subjects in the context in which they are inserted, since the seventies, science education curricula have discussed the Science, Technology and Society (STS) perspective, emphasizing the importance of understanding the existing relationships between Science and Technology, and their social and environmental implications. Linked to the field of STS studies, the introduction of Socio-Scientific Issues (SSI) in Science teaching emerges as a great ally in the approach of issues related to current issues, which students face the need to take a stand on the issue presented, and understand the existing relationships between Science, Technology and Society. In this scenario, this research aims to analyze the presence of socio-scientific Aspects and Issues in chemistry textbooks approved in PNLD/2018. Considering the importance of this perspective in the teaching of chemistry, it is necessary to discuss the relevance and need for these issues to be present in textbooks used in schools, given that teachers use this material as an instrument to guide their activities in the classroom. For this purpose, Content Analysis was used as a research technique, according to Bardin (2011) to analyze the complementary texts present in textbooks, characterize them in relation to Socio-Scientific Aspects (ASC) and identify the presence of (SSI). For this identification, the characteristics pointed out by Santos, Almeida and Silva (2018) were used as criteria. In addition, the Iramuteq software was used as an instrument to analyze the existing similarities between the identified QSCs, using the similarity analysis tool.The results obtained made it possible to see that, in quantitative terms, the presence of QSC is still lacking in the chemistry textbooks analyzed, which identified 30 socio-scientific themes being discussed, of which only 07 were classified as QSC according to the established criteria. When analyzing the teachers' manuals, it was noticed that in all of them there are some approximations related to the assumptions of the STS movement, but in most of these materials this focus is not given due emphasis. It is argued that it is important that these issues are addressed in the textbook teachers' manuals, so that teachers pay attention to the introduction of this approach in their pedagogical practices, considering the contributions that QSC have to student learning. Finally, it is believed that the dissemination of teaching materials containing this approach and discussion of works that explore the various possibilities of inserting socio-scientific issues in chemistry classes will stimulate the interest of teachers to work in this perspective, awakening foundations for these issues to be more present in textbooks.

     

5
  • DAYANA MIRANDA DE SOUZA
  • Performance of UFRN chemistry undergraduates on ENADE questions (2011 to 2017) and its relationship with thinking skills

  • Advisor : MARCIA GORETTE LIMA DA SILVA
  • COMMITTEE MEMBERS :
  • MARCELO LAMBACH
  • Fernanda Marur Mazze
  • LIVIA NUNES CAVALCANTI
  • MARCIA GORETTE LIMA DA SILVA
  • Data: Oct 26, 2021


  • Show Abstract
  • This research emerges from the discussion on the role of large-scale assessment of higher education students, the ENADE, in the sense that performance contributions can signal to the faculty of the evaluated courses. Particularly our focus was the chemistry courses at the Federal University of Rio Grande do Norte. ENADE tests cover both general and specific knowledge. Among the general knowledge of chemistry, we chose to analyze the questions that addressed contents of general chemistry because we considered fundamental concepts of training, whether for a bachelor's degree or for a licentiate degree. This training also seeks to develop different thinking skills (low and high order). Thus, our general objective is to analyze the general chemistry questions of the ENADE-Chemistry tests of the years 2011, 2014 and 2017, in which for their resolution it is necessary to mobilize low-order thinking skills, such as decoding data and applying formulas. Therefore, we seek to identify general chemistry issues and success rates; infer from the performance in the descriptors (of these questions) of the ENADE participants of the UFRN bachelor's and chemistry degree courses; analyze the performance of these courses for general chemistry knowledge. As a result, we identified 6 questions that addressed general chemistry content for its resolution, one of which was canceled. Of these, we identified 4 questions in which they mobilized level 1 thinking skills for their resolution. From the statistical analysis, we identified that the undergraduates had a good performance in the chemistry questions classified in level 1 (Cognitive Level of Difficulty) while in the chemistry questions analyzed in this research revealed to have a lower performance. A possible inference of this result may be related to disciplinary knowledge. Regarding the analysis of the questions, it was possible to signal perspectives to contribute to the teaching staff of the IES.

6
  • JULIANA RIBEIRO DOS REIS
  • ARBOVIROSIS IN SCIENCE TEACHING IN THE SEMI-ARID POTIGUAR REGION: 
    RELATIONS WITH SUSTAINABLE DEVELOPMENT GOALS
  • Advisor : MAGNOLIA FERNANDES FLORENCIO DE ARAUJO
  • COMMITTEE MEMBERS :
  • MAGNOLIA FERNANDES FLORENCIO DE ARAUJO
  • JOSIVANIA MARISA DANTAS
  • MARIA DE LIMA ALVES
  • Data: Dec 22, 2021


  • Show Abstract
  • Mosquitoes of the genus Aedes aegypti and Aedes albopictus are the protagonists in the spread of arboviruses throughout the world. Among the most frequent arboviruses in Brazil, Zika, Chikungunya, Yellow Fever and the most reported, Dengue, stand out. The campaigns developed, mainly by public bodies, are focused on eradicating the vector, centering on medical issues and excluding political, social, economic and environmental factors that favor the triggering of epidemiological outbreaks. Teaching has a fundamental role in the discussion of these issues within the school environment. Education for Sustainability allows students to visualize the problems that surround society from a holistic approach. In order to contribute to the teaching of arboviruses in science and biology classes, this research aimed to raise how this theme is worked on in publications in the field of science education. We also surveyed the knowledge, approaches, evaluation methods and educational objects used by teachers to develop the theme of arboviruses in public schools in the city of Currais Novos, in the interior of Rio Grande do Norte. The research methodology is qualitative and exploratory in nature. As a result, we observed a teaching directed to the medical issues of the disease and excluding social and environmental factors directly related to the expansion of epidemiological outbreaks. Furthermore, we perceive a need for continuing education for teachers, given the unsatisfactory level of knowledge, especially for arboviruses recently reported in Brazil – Zika and Chikungunya. We suggest the introduction of Education for Sustainability, inserted in the Sustainable Development Goals, in order to work with arboviruses in a broader way, contemplating social, economic and environmental aspects, in order to develop critical and citizen education.

Thesis
1
  • MARIA DA CONCEICAO ALVES BEZERRA
  • Recreational Mathematics and its Didactic and Pedagogical Potentials in the view of Mathematics Teachers in Initial Training
  • Advisor : BERNADETE BARBOSA MOREY
  • COMMITTEE MEMBERS :
  • BERNADETE BARBOSA MOREY
  • JOAO CLAUDIO BRANDEMBERG QUARESMA
  • MARIA MARONI LOPES
  • MARTA FIGUEREDO DOS ANJOS
  • ROGÉRIA GAUDÊNCIO DO RÊGO
  • Data: May 20, 2021


  • Show Abstract
  • In this investigation, we assumed Recreational Mathematics as an object of study based on tasks such as recreational problems, games and mathematical puzzles. Under this guide, the present study seeks to explain the positions of mathematics teachers in initial training on the possibilities, advantages and disadvantages of introducing recreational mathematics in the mathematics classroom. As a theoretical basis we use the Theory of Objectification (TO), a theory of contemporary sociocultural teaching and learning, idealized by professor and mathematical researcher Luis Radford. To this end, we will introduce recreational mathematics to teachers in initial training based on the tasks proposed in Theses and Dissertations published in the area in the last 25 years (1994 to 2018). The teachers in initial training referred to will be, more specifically, the undergraduate students enrolled in the subject of Mathematics History Topics of the Mathematics Degree Course at the Federal University of Rio Grande do Norte (UFRN/ Natal). The intervention proposed to the teachers aims to present the Recreational Mathematics in its most relevant aspects, both from the point of view of solving problems, puzzles and games, as well as the debates and pedagogical reflections based on reading the area's intellectual productions. This work is characterized by a qualitative methodological approach, such as Case Study with direct intervention by the researcher in the investigation space, from the introduction of Recreational Mathematics tasks based on the methodology of the Joint Labor and the Community Ethics of Objectification Theory (RADFORD, 2018a; 2018b). Finally, it is important to highlight that the next steps of the research will consist of the application of the tasks and analysis of the research data in the light of the Objectification Theory.

2
  • JORGE LUIZ FERREIRA RAMINELI
  • SUSTAINABLE DEVELOPMENT GOALS AS A POLICY ACT OF PEDAGOGICAL PRACTICE IN UFRN TEACHER EDUCATION
  • Advisor : MAGNOLIA FERNANDES FLORENCIO DE ARAUJO
  • COMMITTEE MEMBERS :
  • MAGNOLIA FERNANDES FLORENCIO DE ARAUJO
  • ISAURO BELTRAN NUNEZ
  • JOSE JAILSON DE ALMEIDA JUNIOR
  • LUCIANA APARECIDA PALHARINI
  • MARIA DA CONCEIÇÃO VIEIRA DE ALMEIDA MENEZES
  • Data: May 28, 2021


  • Show Abstract
  • Our studies show that the UN launched in 2015 the Sustainable Development Goals, an agenda to be met by 2030. The UFRN and the State of Rio Grande do Norte have signed a commitment to implement the SDG precepts in their institutional documents, whether they are political, educational, social, economic, cultural and environmental issues. Therefore, it will be essential to think of strategies that improve people's lives, among people and with the planet, in the face of polarized relations of production and consumption and social justice. This is why it is so important to disseminate the SDGs in different teaching environments, where both primary and higher education learners as well as their educators are prepared to propose truly transformative education, in turn abandoning banking education. condemned by Paulo Freire, who values the excessive memorization and scientification of teaching. In this sense, understanding how this theme reaches the UFRN teacher training courses will be extremely relevant, since the fundamental question of this thesis, in which reality is thought, seeks to know how sustainability has been worked in the undergraduate courses in Biological Sciences, Chemistry, Physics, Mathematics and Pedagogy, besides seeking to characterize the pedagogical praxis of these teachers in formation for the Education for Sustainable Development (EDS) with their students during the Supervised Internship at the partner schools. As a proposal to be able to identify the practice of this truly transformative education in UFRN teacher training courses, we are convinced that dialogue with Paulo Freire's thoughts will be our guiding motto, because only then can we politicize the issue of sustainability in order to adapt the thoughts of the ordinarily eurocentric UN SDGs to the Brazilian reality, especially in the Northeast of Brazil, in view of our proposal to analyze the conceptions of criticality, awareness and dialogicity that should guide both the pedagogical strategies of the students and their students. as well as the official documents governing these curriculum components under consideration.

3
  • FRANCISCO DJNNATHAN DA SILVA GONÇALVES
  • An epistemological analysis of Lazare Carnot's work on geometry and its potential for teaching
     
  • Advisor : IRAN ABREU MENDES
  • COMMITTEE MEMBERS :
  • ARTHUR BELFORD POWELL
  • ANA CAROLINA COSTA PEREIRA
  • BERNADETE BARBOSA MOREY
  • GABRIELA LUCHEZE DE OLIVEIRA LOPES
  • IRAN ABREU MENDES
  • Data: Jun 16, 2021


  • Show Abstract
  • This document results from research whose objective was to analyze the foundations and methods that Lazare Carnot elaborated in his writings about geometry to identify their didactic possibilities for a conceptual treatment of geometry in the late elementary and middle school grades. To attain our objective, we used contributions of the theoretical concepts, Saberes a ensinar e Saberes para ensinar (knowledge for teaching, knowledge to teach). Through our reinterpretation of these concepts, we identified emergent concepts and methods and epistemic approaches in Carnot’s writing about geometry as well as possible historical contributions and consequences for the teaching of geometric constructions nowadays in late elementary and early secondary grades. Therefore, in our investigation, we selected thematically from among four of Lazare Carnot’s publications, written between 1800-1806, with the tools of documentary research directed to historical-epistemological analysis, supported by content analysis. Thus, by analytically interpreting the problems described in his geometry, we were able to indicate potentialities for a didactical and wholistic approach, from geometric constructions connected to generalizations, representative models in solving problems, and expressions of correlation between figures. As such, it is possible to elaborate an educational approach that combines the history of geometry, geometric concepts, and information and communication technologies.

4
  • ALBIMAR GONÇALVES DE MELLO

  • Institute of Mathematics of the Federal University of Rio Grande - IMUFRN (1964 - 1974): Origin, Trajectory and Bifurcations

  • Advisor : IRAN ABREU MENDES
  • COMMITTEE MEMBERS :
  • CARLOS ALDEMIR FARIAS DA SILVA
  • CLAUDIANNY AMORIM NORONHA
  • IRAN ABREU MENDES
  • MARCIA GORETTE LIMA DA SILVA
  • MÁRCIA MARIA ALVES DE ASSIS
  • Data: Jun 18, 2021


  • Show Abstract
  • This work is the result of research that aimed to investigate the process of founding and institutionalizing the Institute of Mathematics of the Federal University of Rio Grande do Norte (IMUFRN), with an emphasis on the creation, development, expansion and consolidation of the Mathematics Course (Bachelor and Licentiate Degree) ), between 1964 and 1974. The historiographical research was based on assumptions of research on the history of school institutions, and on the exploration of written documentary sources (minutes, yearbooks, newsletters, invitations to graduations, decrees, ordinances, resolutions, annual and quarterly reports), iconographic sources (photos and images) and oral (testimonies of agents and subjects involved in the process of creating and operating the IMUFRN). The intention was to compose a narrative that crosses the spiral movement that took the origin, trajectory and the bifurcations in the formative process in Mathematics at UFRN, in the investigated period. The results showed that this story was based on two scenarios: the first, related to the importance of the UFRN School of Engineering as the space for the first manifestations on the creation of a university institution focused on the teaching of Mathematics in Rio Grande do Norte (RN), starring and idealized by teaching civil engineers from the Department of Mathematics of the EEUFRN; the second, marked by the presence of the Faculty of Philosophy Sciences and Letters of Natal (FFCL), an institution founded by the Association of Teachers of Rio Grande do Norte (APRN), in 1954, which played a fundamental role in the training of teachers for higher education , Secondary, Professional and Normal, in the State of Rio Grande do Norte. At the end, we indicate the bifurcations of this history in the constitutions of the current departments of Mathematics, Applied Mathematics and Statistics of the CCET at UFRN.

5
  • MIDIÃ MEDEIROS MONTEIRO
  • PATHS FOR THE DEVELOPMENT OF AUTONOMY IN SCIENCE TEACHING UNDER THE POLITICAL-PHILOSOPHY PERSPECTIVE OF CORNELIUS CASTORIADIS

  • Advisor : MARCIA GORETTE LIMA DA SILVA
  • COMMITTEE MEMBERS :
  • BEGOÑA OLIVERAS PRAT
  • DANUSA MUNFORD
  • JAIME BIELLA
  • KÁTIA CALLIGARIS RODRIGUES
  • LÍLIAN DE ARAGÃO BASTOS DO VALLE
  • MARCIA GORETTE LIMA DA SILVA
  • Data: Oct 27, 2021


  • Show Abstract
  • This thesis is part of the reflections on the objectives for Science Teaching that include training for Autonomy. Is it possible to educate for Autonomy? How to define and promote training in this direction? To answer these questions, we outline the following objectives: I) To propose, from the theoretical framework of Castoriadis, provisions for training for autonomy in the classroom context, and II) To analyze the presence of indicators that characterize training for autonomy in the context of classroom in intervention research with a Scientific Argumentation (SA) and History, Philosophy and Sociology of Science (HPSC) approach. Anchored in the political-philosophical framework of Cornelius Castoriadis, we developed a theoretical construct that we called Pedagogical Dispositions for Autonomy, Dispositions. Dispositions are general guiding principles that allow thinking about training with a view to autonomy. We also propose a dialogue between the communicative approach of Mortimer and Scott (2002), the multidimensional thinking of Lipman (2016) and the Provisions for the construction of an analysis instrument to meet our second objective. The corpus of analyzed texts was built from the search in the Capes Platform, using parameters for the identification of theses and dissertations whose thematic focuses on the SA and HPSC approaches with intervention in the Teaching of Physics in teacher training. After analyzing 22 works, we chose 2 of these and examined them from the perspective of the Analysis Instrument we built. The analysis indicates the relevance of the instrument to identify indicators that point to elements necessary for training for autonomy. 

6
  • FERNANDA CAVALCANTI VITOR
  • SCIENTIFIC ILLUSTRATIONS AND THE CLASSIFICATION OF THE NATURAL WORLD IN THE 18th CENTURY

  • Advisor : ANDRE FERRER PINTO MARTINS
  • COMMITTEE MEMBERS :
  • DANIELA LOPES SCARPA
  • ANA PAULA BISPO DA SILVA
  • ANDRE FERRER PINTO MARTINS
  • ANDRÉIA GUERRA DE MORAES
  • EDENIA MARIA RIBEIRO DO AMARAL
  • MARCIA GORETTE LIMA DA SILVA
  • MARIA ELICE BRZEZINSKI PRESTES
  • Data: Oct 29, 2021


  • Show Abstract
  • We intended to carry out a historiographic study of scientific illustrations, exploring their historic and sociocultural context of production and their role in eighteenth century’s Natural History, especially in the period of the “Philosophical Journey”, headed by the Brazilian Alexandre Rodrigues Ferreira, as well as to present a description of the characteristic elements of this type of visual representation of the nature of the signaled time. We observe that there is a gap, mainly in Brazil, in this type of investigation, which considers scientific illustrations as historical sources of research and proposes an articulation between this type of visual image and science teaching, in the interface with history of science and the nature of science through “themes” and “questions”. Thus, the general aim of this study was to investigate the importance and the meaning of the use of scientific illustrations in the process of classification of the natural world in the Enlightenment period, pointing out the contributions of the understanding of this historical process and its meanings to the teaching of natural sciences. It is, therefore, a bibliographic and qualitative work, interdisciplinary and based on the literature of modern historiography of science, in the field of Cultural History of Science. We defend that a scientific illustration is configured in a specific type of visual representation of nature, which was essential to identify distinctive structures and characteristics of the specimens and disclose the taxonomic knowledge of plants and animals in the eighteenth century, and that, from its historical and sociocultural context, we can reflect about the relevant aspects of the nature of science.

2020
Dissertations
1
  • JOSÉ RICARDO PEREIRA DA SILVA
  • A VIEW FROM THE PHILOSOPHY OF SCIENCE IN PHYSICS TEACHING: THE FEYERABENDIAN PERSPECTIVE OF GALILEO'S ASTRONOMY

  • Advisor : ANDRE FERRER PINTO MARTINS
  • COMMITTEE MEMBERS :
  • ANDRE FERRER PINTO MARTINS
  • FLAVIA POLATI FERREIRA
  • JOSÉ CLAUDIO DE OLIVEIRA REIS
  • Data: Sep 29, 2020


  • Show Abstract
  • This paper connects the field of History and Philosophy of Science to its implications to the teaching of sciences, pointing the importance and pedagogical potentiality of this field. We base it on the analysis of the epistemology of the philosopher of science Paul Feyerabend to propose the historical-philosophical approach as a didactic strategy for the teaching of physics, specifically, astronomy topics involving the historic figure Galileo Galilei. In order to do that, we identified some astronomy topics traditionally taught by physics teachers on the first year of High School and, in an articulated fashion, compose a picture of Galileo’s works and hold great historic relevance to Feyerabend epistemological criticism. Afterwards, we have a feyerabendian reread of Galileo’s astronomy aiming for its use in the teaching of physics. At last, we propose a didactic unit composed of three moments – a meeting for astronomic observation, a theoretical construction activity and a mock trial class – as basis to the work with Galileo Galilei’s world systems in high school physics classes.

2
  • BRUNNO INÁCIO DA SILVA
  • SOCIOCIENTIFIC ISSUES: BUILDING SUBSIDIES FOR PEDAGOGICAL EDUCATIONAL ACTION IN FULL-TIME SCHOOLS
  • Advisor : JOSIVANIA MARISA DANTAS
  • COMMITTEE MEMBERS :
  • JOSIVANIA MARISA DANTAS
  • MAGNOLIA FERNANDES FLORENCIO DE ARAUJO
  • ROZICLEIDE BEZERRA DE CARVALHO
  • Data: Dec 11, 2020


  • Show Abstract
  • Science Teaching, today, needs elements for the formation of active and engaged citizens in our society. With the great advance of Science and Technology, it is also necessary to have a critical education to understand and experience the impact of these advances and their implications on society. In this sense, it is important to use strategies in science education that foster these discussions and, in this perspective, Socio-scientific Issues (SSI) appear as a didactic strategy, considered as elements that provide greater reflection on the social role of science and its implications in society. Currently, with the advancement of neoliberalism, we have several institutions that raise the banner of change in education. In Brazil, the Institute for Co-responsibility for Education (ICE), is the institution responsible for raising this banner with full-time education. Therefore, this research aims to carry out an analysis of the guiding documents of the Schools in Full Time. For that, we use the IRAMUTEQ software as a research tool, which makes the Hierarchical Dependent Classification (CHD), Factor Correspondence Analysis (AFC) and Word Cloud analyzes that were used in this work. The results show several elements of the QSC, such as interdisciplinarity, the consideration for regional characteristics, the practices and experiences in protagonism. We also identified electives, the Life Project, the formation of values and guided study, as subsidies for pedagogical didactic action in full-time schools.

Thesis
1
  • RICARDO ANTÔNIO FAUSTINO DA SILVA BRAZ
  • GeoGebra AND PROBLEM SOLVING IN LEARNING THE POLYNOMIAL FUNCTION
  • Advisor : CLAUDIANNY AMORIM NORONHA
  • COMMITTEE MEMBERS :
  • CLAUDIANNY AMORIM NORONHA
  • MARCIA GORETTE LIMA DA SILVA
  • HALANA GARCEZ BOROWSKY
  • FREDY ENRIQUE GONZALEZ
  • JOSINALVA ESTACIO MENEZES
  • JUSSARA PATRÍCIA ANDRADE ALVES PAIVA
  • GLAUCIANNY AMORIM NORONHA
  • Data: Jul 13, 2020


  • Show Abstract
  • We identified throughout our performance, both in the higher education classroom and in our research, that students have difficulties in understanding the representation of graphs, among other conceptual elements of a polynomial function in the teaching and learning process, in the subjects. In some cases, we find that students have not developed sufficient skills to construct and analyze the graphical representation of the polynomial function and the mathematical concepts involved in this content. We observed in our classes, by experience in teaching practice in higher teaching that is common among students have difficulty understanding and analyzing the various models of representation of the polynomial function.
2
  • ALTAMIR SOUTO DIAS
  • HANDLING IN ADVERTISING CAMPAIGNS IN EDUCATION? A SEMIOLINGUISTIC ANALYSIS OF THE SPEECH FOR THE BNCC CASE AND REFORM OF HIGH SCHOOL
  • Advisor : MARCIA GORETTE LIMA DA SILVA
  • COMMITTEE MEMBERS :
  • ANA PAULA BISPO DA SILVA
  • CARMEN ROSELAINE DE OLIVEIRA FARIAS
  • IRAN ABREU MENDES
  • MARCELO GOMES GERMANO
  • MARCIA GORETTE LIMA DA SILVA
  • Data: Oct 30, 2020


  • Show Abstract
  • The proposal of a common national basis for the curriculum is not recent and is claimed in ANPEd Bulletin of 1988 and, with some effort of analogy, referring to the establishment of a national curriculum through Decree 2.857 of 1898. The establishment of " minimum content "appears in the Federal Constitution of 1988 and the Law on Guidelines and Bases of Education (Law No. 9,394 / 1996) expressly states that" primary and secondary education curricula must have a common national basis. " Since then, however, only documents of curricular orientation have been published in the form of National Curricular Parameters and the different guidelines published between 1998 and 2013. As of 2007, however, the discussion on curricular issues was revived and the National Education Plan PNE) predicted the adoption of a National Curricular Common Base (BNCC) as a strategy to achieve its goals. BNCC's drafting work has since involved various segments of society and has developed in conflicting circumstances at the national level which it has not followed unscathed. As a result of this, BNCC submitted to the term gathered criticism from specialists many of whom were initially engaged in its discussion and elaboration. Nevertheless, the government continued to promote the BNCC and the High School Reform (REM), which was enacted while the BNCC was being developed. Articulated, BNCC and REM promote profound changes in education, especially in curricula. What we observe is that the actions of political networks constituted around the educational reform under way have greatly influenced this process, configuring a heterarchical political context in which the State has diminished its decision-making capacity, since it is in a mode of governance in that the political networks impact their performance. In this work, we seek to investigate how the Ministry of Education (MEC), giving vent to the speeches of these networks, influenced public opinion in its defense of BNCC and REM from its communication campaigns for a wide audience. To this end, we begin by considering Stephen Ball's policy cycle approach for a characterization of the context of influence in which networks operate, in order to build a narrative of the present political strategies and, secondly, we use the Semiolinguistic Analysis Patrick Charaudeau's Discourse and Concepts of Public Opinion, Propaganda and Manipulation in order to question to what extent the promotion of BNCC by MEC operates only in the area of influence or approaches manipulation. The analyzes carried out show elements that, according to Charaudeau, characterize the manipulation discourse, indicating to us the intention to manipulate public opinion through advertisements in favor of BNCC and REM

2019
Dissertations
1
  • JULYANA CARDOSO CARVALHO
  • SOCIOCIENTHIC ISSUES: A METHODOLOGICAL APPROACH FOR INITIAL AND CONTINUED TRAINING OF TEACHERS OF NATURAL SCIENCES

  • Advisor : JOSIVANIA MARISA DANTAS
  • COMMITTEE MEMBERS :
  • JOSIVANIA MARISA DANTAS
  • MELQUESEDEQUE DA SILVA FREIRE
  • ROZICLEIDE BEZERRA DE CARVALHO
  • Data: May 23, 2019


  • Show Abstract
  •  

    Reflecting on education goes beyond the discussion regarding the contents listed as specific for each school or academic level. In this respect, the Science-Technology-Society Education (STS) aims to scientifically literate citizens and emphasizes the need to think about attitudes and values that should be developed to citizen practice, in order to enable students to position themselves critically in the face of the phenomena that surround them. In this perspective, the studies that contemplate the STS relations in the world today in the levels of ethical reflection and in the new educational tendencies, consider the relevance of the Socioscientific Issues (SSI). These, in turn, when associated to the STS approach enable the learning of scientific, social and cultural meanings for the formation of science teachers. Considering these orientations, this work seeks to analyze how the construction of SSI can contribute to the initial and continuous formation of teachers of Natural Sciences. The methodological course included workshops aimed at initial and ongoing teacher training. Therefore, the present research has a qualitative nature and assumes the Participant Observation technique. The instruments for data collection were configured in: initial questionnaire, support material for the construction of SSI, evaluation material and field diaries. These procedures, according to the Content Analysis methodology, culminated in the elaboration of a priori categories for the analysis of the research data. As results of the Workshops, it was possible to identify little formal knowledge regarding the STS Field of Studies and its applicability to the Education area. Knowledge about this approach and the use of SSI enabled them to reflect on the Scientific and Technological Literacy of the student, as well as to work with critical positions. The promotion of these formative moments was evaluated as "necessary and relevant" by the undergraduates and teachers. Given the results, it is possible to consider that the success in the formation of the student body depends greatly on a teacher formation committed to the reflection of its practice, being this critical, conscious and liberating. The inclusion of SSI in this context has favored reflection on the social, political and ethical aspects involved in public affairs adjacent to scientific and technological progress.

2
  • JULIANNE GABRIELLE TAVARES DE MEDEIROS
  • SCIENTIFIC EXPLANATIONS FROM A TEACHING STRATEGY BASED ON THE POE (FORECASTING, OBSERVATION AND EXPLANATION) IN CHEMICAL CLASSES
  • Advisor : MARCIA GORETTE LIMA DA SILVA
  • COMMITTEE MEMBERS :
  • KÁTIA CALLIGARIS RODRIGUES
  • MARCIA GORETTE LIMA DA SILVA
  • MELQUESEDEQUE DA SILVA FREIRE
  • Data: Jul 24, 2019


  • Show Abstract
  • Scientific explanation is considered an important ability to work in the field of science education not only by its presence in classrooms when working on the process for understanding contents, but also with the stimulation of other cognitive abilities. In considering as a skill to be developed in the context in the classroom, we propose in our study to investigate the use of the didactic strategy based on Forecast-Observation-Explanation (SOP), for the elaboration of scientific explanations in an experimental activity on the concept of density. The research was applied with students from a state public school of a first-year class of integrated technical safety course at the intermediate level. The data collection was done through audio and video recording of the classes, besides the records made by the students during the execution of the activity and the field diaries that served for the direct observations considered relevant. At the end of the intervention, which lasted approximately three meetings in which the first was a theoretical approach and the other two were experimental activities, we were able to perform some analysis of the oral discourse and the written responses by the student groups, from elements of the discursive textual analysis , in the light of the pragmatic illocutionary model of explanation and also supporting us in contributions that emerged during discussions in the study group Argumentation in Teaching of Sciences of the Federal University of Rio Grande do Norte. As results, we observed that the activity contributed to the incorporation of some explanatory elements by the students, although the students were not explicitly oriented on a structural model for this action. In addition, other important aspects were awakened, such as the interaction among students, questions, curiosities, where the negotiation involved in the activity provided the stimulus for reflection and greater commitment to solve the activity.

3
  • BRENDA COSTA DE OLIVEIRA GALVÃO
  • METASCIENTIFIC CONTENTS FROM CHARLES DARWIN’S NOTEBOOKS (1809-1882)

  • Advisor : ANDRE FERRER PINTO MARTINS
  • COMMITTEE MEMBERS :
  • ANDRE FERRER PINTO MARTINS
  • IVANISE CORTEZ DE SOUSA GUIMARAES
  • MARIA ELICE BRZEZINSKI PRESTES
  • Data: Nov 25, 2019


  • Show Abstract
  • The literature in the area of science education manifests the concern to approach sciences beyond a body of information (scientific contents), discussing in the classroom, also, characteristics related to doing science, that is, how science is produced, validated and communicated, in addition to its epistemological particularities, that is, the knowledge about science (metascientific contents). In particular, the biological evolution educaton is still the scene of many obstacles and controversies, which involve teachers and students and are related with difficulties in addressing this issue. Some of these are related to the lack of understanding of concepts of the theory itself, as well as to poorly elaborated conceptions of the historical process of its production, among other aspects. Assuming that knowing about the contexts of production of the biological evolution theory contributes to developing more informed understandings of the epistemological nature, we investigate the field diaries of Charles Robert Darwin (1809-1882) in order to identify elements that may contribute to discussions of metascientific contents in evolution classes. The diaries were written during the voyage aboard the HMS Beagle (1831-1836) and have a high frequency of reports of observations and geological discussions. This material is available on the Darwin Online platform. From reading the diaries and Darwin's autobiography as primary sources, and the help of secondary sources, we were able to compose the scenarios of the episodes experienced by the young naturalist while writing in his notebooks. Elements with the potential to promote discussions about metascientific contents were identified, in particular, about observations, observations informed by theory, elaboration of hypotheses, ideas from the scientific community and scientist training. In our analysis, we seek dialogue between these elements and the “family resemblance” and “themes and issues” approaches of the nature of the sciences present in the literature of science teaching research area. In this way, we intend to contribute doubly to the teaching of evolution, both for an understanding of aspects of the theory itself, and for a more informed understanding of science and its development, both in basic education - particularly in high school - and in teachers training.

4
  • ELOISA MYRELA DE ARAÚJO NUNES
  • A study on Recreational Mathematics and possibilities of use in mathematics teaching
  • Advisor : BERNADETE BARBOSA MOREY
  • COMMITTEE MEMBERS :
  • ANA CAROLINA COSTA PEREIRA
  • BERNADETE BARBOSA MOREY
  • SEVERINO CARLOS GOMES
  • Data: Nov 28, 2019


  • Show Abstract
  • In this study about Recreational Mathematics, it is intended to bring to light the current concepts and justifications presented for its use, as well as to investigate how recreational mathematics is inserted in the national curricula of other countries and Brazil. From the analyzed works we adopted a conception of Recreational Mathematics, which we inferred to be the most potentially fruitful for teaching mathematics. We also analyze some experiments of application of Recreational Mathematics in the teaching of Mathematics. The methodology used for this work is the qualitative approach in its aspect of documentary research, since the focus of the work is focused on the analysis of documents as the main source of information of the research. Our vision of Recreational Mathematics led us to attach three reports of experience that seemed representative, namely: games, recreational problems and mathematical puzzles. We further discuss the idea that the development of algebra has led to the decline of recreational problems and the current perspectives of Recreational Mathematics activities. Thus, it is concluded that recreational math is a vast field of possibilities that should be more used in the classroom to facilitate the teaching-learning process, because in addition to being attractive, it develops several skills.


5
  • MARIA DA GUIA DA SILVA MEDEIROS
  • COGNITIVE SKILLS PRESENT IN THE EVALUATION OF ENADE FOR THE CHEMISTRY PRESERVICE COURSE
  • Advisor : MARCIA GORETTE LIMA DA SILVA
  • COMMITTEE MEMBERS :
  • MARCIA GORETTE LIMA DA SILVA
  • ELDA SILVA DO NASCIMENTO MELO
  • HELDER ETERNO DA SILVEIRA
  • Data: Dec 13, 2019


  • Show Abstract
  • To follow the development of higher education in Brazil was created among other indicators the National Student Performance Examination (ENADE), which makes the students' diagnosis of the program content provided in the curricular guidelines, skills and abilities acquired by the students during the training. From this instrument, our research problem is related to the level of cognitive operations required in solving ENADE questions and whether they reflect changes in curricular structures. That is to say, which guiding elements the analysis of the questions of the ENADE, of the reports and of the curricular structure can subsidize a look to the Pedagogical Project of the course of Chemistry - Degree in terms of high order cognitive operations and, consequently, a better professional formation? In order to try to answer our problem, we seek to structure the research in the following specific objectives: (a) to analyze the questions applied in the ENADE 2011 and 2014 tests for teacher education in Chemistry, based on a framework of competencies, skills, disciplinary field of chemistry; (b) classify the required cognitive operations and difficulty level for each question, (c) compare the results obtained with those expressed in the course reports and with curricular components of UFRN. This is a documentary analysis research, which selected 05 questions that were applied in the 2011 test, and 07 questions applied in the 2014 exam, all with specific component aimed at the degree in Chemistry, ie related to Teaching Chemistry . In order to analyze the cognitive operations and the level of difficulty required in the questions, a reference framework of the own reference matrix of competences, abilities, cognitive operations and specific knowledge of the disciplinary field was elaborated. Alonso. From the analyzed questions, we identified cognitive operations of several orders and degree of maximum and minimum difficulty, and identified the minimum difficulty level present only in a question of the 2011 test. In contrast to the degree of difficulties encountered, the Facility Index was verified, given by the INEP, which qualifies the questions based on the statistical analysis of the number of hits. Another point observed was the curricular structure of the Chemistry course at UFRN, verifying that it is consistent with requirements in the ENADE test. Although preliminary, the results indicate elements that contribute to discussions in the curricular structures of the training courses for professors in chemistry.

6
  • ANA KALINE DE LIMA
  • EDUCATION FOR SUSTAINABILITY IN NON FORMAL EDUCATION SPACES OF THE FEDERAL UNIVERSITY OF RIO GRANDE DO NORTE AND THE UNIVERSITY OF COIMBRA

  • Advisor : MAGNOLIA FERNANDES FLORENCIO DE ARAUJO
  • COMMITTEE MEMBERS :
  • MAGNOLIA FERNANDES FLORENCIO DE ARAUJO
  • CHRISTINA DA SILVA CAMILLO
  • LUCIANA APARECIDA PALHARINI
  • MARIA RITA MONTEIRO DE LENCASTRE CAMPOS
  • Data: Dec 20, 2019


  • Show Abstract
  • For several decades the scientific community and international institutions has been drawing attention to the situation of authentic socio-environmental planet in which we are immersed and the need to contribute to the formation of a conscious citizenship to achieve sustainability. The museums and science centers are considered by the scientific community as Non-formal Education of scientific divulgation and propicci to the teaching of the sciences, starting from this information this research had as objective to study the communication of the Sustainable Development Goals in the Museum of Morphological Sciences, Park of Sciences and Museum of Science of the University of Coimbra. Our work begins with a bibliographical review in which we proceed to other analyzes

Thesis
1
  • LÍVIA CRISTINA DOS SANTOS SILVA
  • THE ARGUMENTATION AND CONSTRUCTION AND CRITICAL OF KNOWLEDGE BY ACTIVITIES ON CLIMATE CHANGE
  • Advisor : MARCIA GORETTE LIMA DA SILVA
  • COMMITTEE MEMBERS :
  • BERNADETE BARBOSA MOREY
  • CLAUDIANNY AMORIM NORONHA
  • FERNANDA OSTERMANN
  • MARCIA GORETTE LIMA DA SILVA
  • SUZANI CASSIANI
  • Data: Apr 11, 2019


  • Show Abstract
  • In science teaching dialectical argumentation has been studied in classroom contexts where both criticism and the construction of knowledge are manifested. According to Larrain, Freire and Howe (2014, p.1020) in the dialectical argumentation "when opposing points of view are discussed and revised, it is required the coordination and examination of different perspectives, encouraging reflection and revision of one's perspective, and leading to better organization of knowledge ". This study investigates how high-school students articulate the construction and critique of knowledge claims in the context of the development of argumentative tasks on climate change. Therefore, the discourse of these students during argumentative activities promoted through a sequence of activities on the theme climate change is examined. The activities took place during 4 months, consisting of both expository-dialogue classes and tasks oriented to argumentation and / or critical analysis of information, requiring students’ active participation. Specifically, we present in this text the analysis of one of the activities carried out, which involves the debate on the anthropogenic perspective of climate change. The data collection took place during the preparation of arguments, the execution of the debate and the collective evaluation of the debate. The task development process was recorded in audio and video and the content of the audios was transcribed using the video. The main questions examined in the analysis of the transcriptions were: At what moments of the argumentative process do students express the construction or criticism of knowledge claims? What aspects of the argumentative process fostered expressions of construction or criticism of knowledge claims? How are the construction and critique of knowledge claims related to the argumentative context examined? To analyze the data, we use the framework of dialogical analysis of discourse that is based on Bakhtin's studies on language. As results, we identify that the ways in which students engage in construction and criticism are dependent on the type of communicative situation that develops. We also identify that the critique and construction of knowledge claims feedback and can occur simultaneously in the context of argumentation. It is intended that the conclusions of this research can help to instrumentalize the teacher's work in the classroom to promote the construction and critique of knowledge claims in the context of the argumentation.

2
  • GUTEMBERG DE CASTRO PRAXEDES
  • CENÁRIO DA EDUCAÇÃO PARA A SUSTENTABILIDADE EM UMA ESCOLA PÚBLICA DO ENSINO FUNDAMENTAL

  • Advisor : MAGNOLIA FERNANDES FLORENCIO DE ARAUJO
  • COMMITTEE MEMBERS :
  • JOSIVANIA MARISA DANTAS
  • LUCIANA ARAUJO MONTENEGRO
  • MAGNOLIA FERNANDES FLORENCIO DE ARAUJO
  • MARIA JOSE NASCIMENTO SOARES
  • MARIA LUISA QUININO DE MEDEIROS
  • Data: May 30, 2019


  • Show Abstract
  • Concern for the quality of life of our own and of future generations requires a deep reflection on the unsustainable model of living that we adopt and whose consequences are perceived from the signals emitted by the Earth. For the United Nations Educational, Scientific and Cultural Organization (UNESCO), the instrument capable of facing unfavorable circumstances for human development is education. As a result, it has brought together its proposals submitted over the years to its Member States to present Education for Sustainable Development (ESD), considered as a possible tool for use in any age group, social class, whether it is formal, non-formal or informal, as well as being able to go through life and that will help individuals to obtain answers to questions that compromise human development, whether environmental, social or economic. To this end, UNESCO, together with other international organizations, sponsor, promote and disseminate actions that seek to achieve sustainability in its different dimensions: environmental, social and economic. To that end, they argue that in order to achieve sustainability, we must prioritize and have an education that is reoriented and at the same time committed to a way of life, values and attitudes towards sustainable development. In addition, they suggest investments in the training and awareness of the population, in scientific and technological production and in the adaptation of legislation to sustainable production. Considering the school as one of the instances for EDS to take place, this work sought to characterize the Education for Sustainability scenario in a primary school in the city of Natal (RN). In this research the methodology involved both quantitative and qualitative approaches. To obtain data were used as collection instruments the documentary research, questionnaires, interview and observations. Since a questionnaire and the observations were used of a training and workshop offered to the participants. The collected data are presented from numerical records of occurrences and citations in tables and tables, as well as percentages in graphs, as well as data that has been explored taking into account subjective aspects such as convictions, procedures and practices of the researched ones, some being presented in the form of categories. The results showed that the curricular references of the Natal municipality and the PPP of the investigated school have characteristics of ESD, although they do not assume the purpose of ESD in the strict sense, as proposed by UNESCO; there is a good level of training in relation to the object of study, even if a high percentage of teachers argue that there are deficiencies in their training and a considerable involvement of the school and teachers with the cause, although this understanding is not explicit nor is still understandable to many; continued training was pointed out as the formative need.

3
  • ANDREIA VARELA DE MELO
  • EDUCAÇÃO PARA A SUSTENTABILIDADE EM LICENCIATURAS DA ÁREA DAS CIÊNCIAS DA NATUREZA NA UNIVERSIDADE FEDERAL DO RIO GRANDE DO NORTE: ABORDAGEM CURRICULAR E IDEIAS E ATITUDES DE ESTUDANTES

  • Advisor : MAGNOLIA FERNANDES FLORENCIO DE ARAUJO
  • COMMITTEE MEMBERS :
  • MAGNOLIA FERNANDES FLORENCIO DE ARAUJO
  • MARCIA GORETTE LIMA DA SILVA
  • ANA CARLA IORIO PETROVICH
  • MARIA DA GLORIA FERNANDES DO NASCIMENTO ALBINO
  • MARIA JOSE NASCIMENTO SOARES
  • Data: May 31, 2019


  • Show Abstract
  • Unsustainable growth practices in front of the increasing poverty and the planetary environmental crisis are accelerating. The educational sphere can not and should not be oblivious to these issues, particularly with regard to ethical, economic, technological and socio-environmental aspects. It is in these circumstances that we point out the interest in teaching and learning processes that problematize the associations between Science, Technology and Society in an approach in which the principles of an education for sustainability can be the basis for the reflective formation and construction of values. In this perspective, studies in the field of Natural Sciences Teaching have been dedicated to investigate the conceptions about sustainability of teachers in formation in this area, as well as indicating the promotion of training oriented to educate in the perspective of sustainable development. In this context, the objective of this work was to investigate the ideas and attitudes related to Sustainability of students of science teaching courses of Chemistry, Physics and Biology of the Federal University of Rio Grande do Norte and to understand how the guiding principles of education for sustainability are presented in the undergraduate courses in Chemistry, Physics and Biology. Using an instrument that is an adaptation of the Views on Science-Technology-Society VOSTS questionnaire, we sought to identify the Conceptions on sustainability of these students at two levels: the definitions of the concept and the operational principles needed to achieve sustainability - a relationship between the discourse about a concept and the principles and operative practices. The attitudes or predispositions of the graduates in relation to the concept of sustainability and the actions they believe should be put into practice in order to achieve it have revealed that, to a certain extent, they incorporate a correct discourse, but they lack a better understanding of the consequences of human actions in the life of the planet.

4
  • WESLEY COSTA DE OLIVEIRA
  • Teaching Scientific Argumentation: A Study on Teaching Knowledge in Initial Formation

  • Advisor : MARCIA GORETTE LIMA DA SILVA
  • COMMITTEE MEMBERS :
  • ANA PAULA BISPO DA SILVA
  • JOSIVANIA MARISA DANTAS
  • MILTON THIAGO SCHIVANI ALVES
  • PABLO MORENO PAIVA CAPISTRANO
  • SEVERINO CARLOS GOMES
  • Data: Jul 25, 2019


  • Show Abstract
  • In recent years, studies involving argumentation and different goals for science education have diversified around teaching sequence proposals. There are also international political indications defending their insertion in the science classrooms. Although literature has emphasized the importance of its teaching and there are political indications, we know that promoting it in science classes is not something simple. The lack of teacher knowledge on the part of teachers to support students' arguments has been identified as a major obstacle. One of the possibilities to develop these knowledge, and more specifically, those related to meta-strategic knowledge, can be to act in the Teacher Education (TE). Thus, the development of this knowledge is defended through a TE course, engaging the graduates in explicit discussions about the general characteristics of the argumentation. For that, the convergence of History and Philosophy of Science-Argumentation was adopted as a didactic position. In other words, the use of History and Philosophy of Science (HFC) was adopted as an approach to promote the engagement in argumentative processes and the epistemological understanding in the graduating. This thesis aimed to study elements of the knowledge of future teachers for the routine insertion of argumentation in science classrooms. The theoretical reference was the works of Anat Zohar about the teaching knowledge in the context of teaching strategies of thought. Regarding the methodological decisions, the Discursive Textual Analysis (DTA) was adopted for the treatment of the data. The corpus came from 11 documents, audio and video recordings of 12 meetings, audio and video recordings of 3 interventions for high school students and 2 interviews with undergraduate students of the subproject-physics of PIBID-UFRN. Among the main results, due to the unique nature of this type of knowledge, it was proposed to use a special term: teacher knowledge for the routine insertion of argumentation as a strategy of high order thinking. And from it, two other denominations: the first, pedagogical knowledge in the context of the teaching of argumentation as a strategy of high order thinking, and the second, the knowledge of argumentation as a strategy of high order thinking. In relation to the first, a specific body of knowledge was proposed, among which 5 teaching knowledge that “emerged” during the analysis. In relation to the second, in particular, the meta-strategic knowledge of the argumentation, 8 teaching knowledge was proposed for this body of specific knowledge.

5
  • RILAVIA ALMEIDA DE OLIVEIRA
  • NATURE OF SCIENCE BY HISTORICAL NARRATIVES: THE DISCUSSIONS ON THE NATURE OF LIGHT IN THE FIRST HALF OF THE NINETEENTH CENTURY.

  • Advisor : ANDRE FERRER PINTO MARTINS
  • COMMITTEE MEMBERS :
  • ANA PAULA BISPO DA SILVA
  • ANDRE FERRER PINTO MARTINS
  • ANDRÉIA GUERRA DE MORAES
  • BERNADETE BARBOSA MOREY
  • CIBELLE CELESTINO SILVA
  • FLAVIA POLATI FERREIRA
  • Data: Aug 2, 2019


  • Show Abstract
  • In the context of research in the area of science teaching that advocates History and Philosophy of Science (HFS) as a didactic approach to problematizing aspects of the Nature of Science (NOS) in teaching, this paper shares the following questions: How does the interface historical episode - themes of NOS can be materialized from the construction of historical narratives? What are the potentialities and difficulties of working on NOS themes from historical narratives? How can historical narratives foster discussion and understanding of NOS issues? More specifically, the objective was to investigate the potentialities and limitations of working on themes of NOS with Physics teachers in initial/undergraduation formation, based on historical narratives, based on the debates about the nature of light in the early nineteenth century. In this context, studies were initially carried out on the nature of light in the first half of the 19th century, specifically with reference to the French and British contexts, from primary and secondary sources, in order to understand the historical episode and its conceptual and epistemological aspects. In the sequence, we sought to investigate how the historical episode studied can contribute to the discussion of themes of the NOS in the teaching of Physics. From the interface between historical episode and themes of NOS, a historical narrative was constructed as a tool for the discussion of themes of NOS in teacher training. In the empirical part of the research, a didactic intervention was elaborated that sought to problematize NOS themes from the constructed historical narrative. The intervention was carried out in a curricular component of the Licentiate Degree in Physics of the State University of Paraíba. In order to obtain the data, questionnaires, interviews, audio recordings of the discussions held in the classroom and recording of field notes by the teacher-researcher after the lessons were used. The analysis of the data provided indications that the historical narrative built on the historical episode contributed to the effective problematization of several themes of the NOS. The majority of the students presented a good understanding about the themes of NOS problematized throughout the proposal. However, the intervention also highlighted the complexity involved in problematizing conceptions about NOS of students - future teachers in training.

6
  • MAYARA LARRYS GOMES DE ASSIS NOGUEIRA
  • DIALOGUES BETWEEN SCIENCES AND SCIENTIFIC FICTION: A strategy to discuss scientific ethics based on the Theory of Objectification

  • Advisor : BERNADETE BARBOSA MOREY
  • COMMITTEE MEMBERS :
  • BERNADETE BARBOSA MOREY
  • ANDRE FERRER PINTO MARTINS
  • THIAGO EMMANUEL ARAUJO SEVERO
  • ANA MARIA DA SILVA
  • RODOLFO VERGEL CAUSADO
  • SHIRLEY TAKECO GOBARA
  • Data: Aug 2, 2019


  • Show Abstract
  • The narratives involved in Science Fiction (SF) materials present science as a live and thought-provoking activity that seems to fuel the interest and curiosity of citizens over complex scientific issues. This proposition seems to contradict a scenario described in the specific literature in which discussions about science products and processes in classrooms seem increasingly uninteresting to students. A pertinent and well worked path that I take as a strategy to cross this disinterest and to discuss epistemological aspects of sciences is the dialogue between sciences and literature. More specifically, I have taken Science Fiction (SF) literature as the guiding thread to discuss the notion of ethics in science. The proposed ideas and activities are based philosophical, pedagogical and epistemological on the Theory of Objectification (TO), a cultural-historical theory of teaching and learning idealized by the mathematical researcher Luis Radford. The aim of this articulation is to investigate the relevance of SF to expand, facilitate and contextualize the debate about the production of sciences and its ethical aspects for pre-service science teachers. To achieve this aim I used three methodological strategies: an epistolary interlocution with a fictional scientist Doctor Victor Frankenstein; mapping and immersion in theoretical matrices and the production of teaching strategies – a exploratory didactic workshop taught to scholarship pre-service teachers from the Institutional Program for Scholarship to Teaching Initiation  (PIBID/Interdisciplinary/UFRN) and a course about Science Fiction and Ethics in Sciences offered to pre-service and professional teachers of the Chemistry, Physics, Biology and Mathematics undergraduate courses at UFRN, the Federal Institute of Rio Grande do Norte (IFRN) and the University Center Facex (UniFacex). The dialogue between the data produced with the use of these strategies offers clues to defend that SF is a relevant language to think about and problematize discussions about sciences and their ethical aspects and can contribute to the scientific education of pre-service science teachers.

7
  • JAILSON DA COSTA PONTES
  • IDENTIFICATION AND CHARACTERIZATION OF THE PROFILE OF ERRORS AND LEARNING DIFFICULTIES IN THE STATISTICS AND PROBABILITY QUESTIONS OF THE MATHEMATICAL EVIDENCE OF ENEM OF ENTRIES IN UFRN IN THE YEARS OF 2013 TO 2016
  • Advisor : ISAURO BELTRAN NUNEZ
  • COMMITTEE MEMBERS :
  • FRANCISCO DE ASSIS BANDEIRA
  • HÉCTOR JOSÉ GARCÍA MENDOZA
  • ILONEIDE CARLOS DE OLIVEIRA RAMOS
  • ISAURO BELTRAN NUNEZ
  • IVONE DA SILVA SALSA
  • JOSE EVERALDO PEREIRA
  • ROGÉRIA GAUDÊNCIO DO RÊGO
  • Data: Aug 26, 2019


  • Show Abstract
  • The investigations on errors and difficulties in the learning of mathematics, have advanced in the last decades to allow a better learning of the students in the teaching process in the school environment. The objective of this research is to study the profile of the errors and learning difficulties of the contents of Statistics and Probability in the ENEM mathematics tests of the years (2013 to 2016) of the students approved and inscribed in the SISU to enter in the UFRN. The errors and learning difficulties in relation to these contents that constituted the questions of ENEM tests during the analyzed years were identified. The reflections of researchers as: Radatz (1979; 1980), Cury (1988; 1994; 2007; 2008), Socas (1997), Borasi (1985; 1987), Rico (1995), Pochulu (2004) e Brousseau (1976), present the errors and difficulties in mathematical learning. Already researchers in the area of statistics and probability, such as: Batanero (1998; 2000), Batanero; Godino; Navarro-Pelayo (2001), among others, gift more specific errors for that content. The study presented in this thesis is based on the identification and characterization of the error profile associated with the learning difficulties on the subject "knowledge of statistics and probability" of the ENEM tests from the years of 2013 to 2016, based on the reports of the Statistics section of the COMPERVE/UFRN. As a methodology, the analysis of the tests was prioritized to associate the error of the most indicated distractor with explanatory hypotheses of learning difficulties. The results were: socioeconomic profile, the number of approved between public and private schools were increasing between the years studied, the northeast region in relation to the others obtained the highest percentage of successful candidates, The predominant age group is 18 to 20 years old and the gender with the highest percentage is male. Regarding color/race, if it is brown, the most obvious modality of high school is regular education; the theme "knowledge of statistics and probability in the descending order in the third place; the performance profile, in 2015, issues 149 and 158 that had the lowest hit rate with, 8.8% and 10% respectively; In the identification and characterization of errors, we identify competencies, skills, sub-skills and specific content for each question, then we analyze the tables and graphs. We did the feedback/descriptor, finding the solution for each question and then with the four distractors, we identified the associated errors. We present these errors in table and we use the classic typology of Radatz (1979). The results indicate the need for a didactic-methodological review of the teaching of this subject for which learning difficulties are presented.

8
  • FRANKLIN KAIC DUTRA PEREIRA
  • ADVENTURES OF SELF-TELLING: OWN WRITING AND TEACHER EDUCATION FOR DISTANCE CHEMISTRY

  • Advisor : CARLOS NECO DA SILVA JUNIOR
  • COMMITTEE MEMBERS :
  • CARLOS NECO DA SILVA JUNIOR
  • LILIANE DOS SANTOS GUTIERRE
  • LUIZ ALBERTO DA SILVA JUNIOR
  • ALESSANDRO CURY SOARES
  • ÂNGELA CRISTINA ALVES ALBINO
  • Data: Aug 26, 2019


  • Show Abstract
  • The implications of the (auto)biographical narratives to the inicial training courses for teachers of Chemistry is the subject still little discussed in Brazil, especially when it comes to courses in distance mode. From this, in this thesis we aim to characterize the process of constitution of the teacher identity of students of Chemistry Teacher Degree in at a distance from the UFRN, through the analysis of his (auto)biographical narratives in memorials. To this end, we have adopted as the theoretical thought of authors about teacher training (PIMENTA, 2012; PIMENTA; LIMA, 2017; CARVALHO; GIL-PEREZ, 2012; MALDANER, 2000), narratives (auto)Biographical  (SOUZA, 2006; PASSEGGI, 2008; NÓVOA, 1995, 2010; JOSSO, 2010; PINEAU, 2002, 2004) and knowledge teachers (TARDIF, 2014). From the methodological point of view, we performed a qualitative research, descriptive and type from the interpretativista paradigm. For the production of data, we carried out the documentary analysis of 16 (sixteen) memorials from polo to Nova Cruz/RN, using content analysis as a strategy for data categorization. From such procedures, we got the three axes of analysis, namely: 1. From wanting to being: the paths to become professor of chemistry from EaD; 2. How do we become teachers of Chemistry: difficulties, adaptations and stays in the long-distance education; 3. "Talk about internship is reliving my classroom experience" - the adventures in schools. The analysis of the derived categories of these axes, respectively, revealed that the social contexts and personal factors interfered directly in the choice of the course and in the definition of the mode of teaching; distance education democratized, on the one hand, access to higher education, but, on the other, pointed challenges for the permanence of students due to the need to adapt to new procedures and the difficulties of infrastructure; the supervised internship opportunities enabled the encounter with the beliefs about the school and the challenges of teaching-learning process, as well as stressed the importance of the teacher-developer reference in the approximation to reality Professional. Thus, we conclude that the Act of narrating(if) enabled the recognition of nuances of teacher education of chemistry in the distance, allowed to understand the teaching identity as a permanent building process and behaved resignification of knowledge acquired in the ttraining path.

     

9
  • GERALDO ALEXANDRE DA SILVA JUNIOR
  • ELEMENTS OF ARGUMENTATIVE TEACHING IN THE CLASSROOM: A PROPOSAL FOR ANALYSIS FROM THE PERSPECTIVE OF THE PERELMAN AND OLBRECHTS-TYTECA THEORY
  • Advisor : MARCIA GORETTE LIMA DA SILVA
  • COMMITTEE MEMBERS :
  • MARCIA GORETTE LIMA DA SILVA
  • BERNADETE BARBOSA MOREY
  • Fernanda Marur Mazze
  • ALBINO OLIVEIRA NUNES
  • CARMEN ROSELAINE DE OLIVEIRA FARIAS
  • Data: Nov 25, 2019


  • Show Abstract
  • This research presented within the studies of the argumentation in science teaching. Our research problem involves determining which features of Perelman and Olbrechts's Theory of Argumentation can be transposed to analyze the argumentative character of a teacher's discourse in front of her students in the classroom. This theory will be our theoretical and methodological framework, and our analysis will be guided by elements of Discursive Textual Analysis. In our results, we realized that, of the thirteen a priori categories, which were expected to be transposed, only one was not contemplated. As a result, we conclude that bringing Perelman and Olbrechts-Tyteca corresponds to a methodological contribution to the analysis of argumentative processes in classrooms.
10
  • JUSSARA PATRÍCIA ANDRADE ALVES PAIVA
  • A Teoria da Objetivação e o desenvolvimento da Orientação Espacial no Ensino-aprendizagem de Geometria

  • Advisor : CLAUDIANNY AMORIM NORONHA
  • COMMITTEE MEMBERS :
  • BERNADETE BARBOSA MOREY
  • CLAUDIANNY AMORIM NORONHA
  • HALANA GARCEZ BOROWSKY
  • LUIS RADFORD
  • ROGÉRIA GAUDÊNCIO DO RÊGO
  • VANESSA DIAS MORETTI
  • Data: Dec 5, 2019


  • Show Abstract
  • This research aims to analyze the semiotic means mobilized in the teaching-learning process of spatial orientation, which enable the student to establish a reflexive and ethical relationship with space. The research adopted as theoretical reference the Theory of Objectification developed by Luis Radford (2006b, 2015, 2017a, 2017b, 2018a), which assumes that knowledge is potential, historically and culturally constituted and not an individual construction. The Theory of Objectification based the methodology, the design of the tasks and the data analysis. Regarding spatial orientation, we start from the theoretical basis of authors such as Clements and Sarama (2009), Blanco (2011), Vecino (2005) to outline the categories used for the analysis of the mobilized mathematical knowledge. For data collection, we implemented spatial orientation tasks in a 6th grade of elementary school classroom, recorded in audio and video. Data processing allowed the analysis of the mobilized semiotic means and their coordination in a multimodal approach. The identification of the mobilized semiotic means allowed to analyze the process of objectification and subjectivation that occurs entangled, with a mutual and reciprocal influence between these processes, which we call coinfluence. We also identified moments of dissonance in the articulation of mobilized semiotic media. In the analyzes we evidence the relevance of graphic representation (plans and maps), gestures and specific linguistic terms as semiotic means in the objectification of spatial orientation. Finally, we evidence how the knowledge and semiotic means mobilized in this process allowed students to see space closer and broader, strengthening the sense of belonging in a more reflective relationship with space, and influenced the ethical relationship, emerging more confident and secure individuals, living and communicating with others through spatial references.

11
  • MARIA DA CONCEIÇÃO VIEIRA DE ALMEIDA MENEZES
  • NATURAL SELECTION, ADAPTATION AND GENETIC DERIVA: APPROACH IN DIAGRAM BOOKS AND KNOWLEDGE OF KNOWLEDGE STUDENTS IN BIOLOGICAL SCIENCES IN THE UNIVERSITY OF RIO GRANDE DO NORTE STATE
  • Advisor : MAGNOLIA FERNANDES FLORENCIO DE ARAUJO
  • COMMITTEE MEMBERS :
  • MAGNOLIA FERNANDES FLORENCIO DE ARAUJO
  • RAQUEL CORDEIRO THEODORO
  • FABIO TEIXEIRA DUARTE
  • MARIA LUISA QUININO DE MEDEIROS
  • MARIA RITA MONTEIRO DE LENCASTRE CAMPOS
  • Data: Dec 13, 2019


  • Show Abstract
  • Biological evolution is a subject which is supposed to be taught in Biology classes of Brazilian high schools. Taking into account its relevance to understand the evolutionary processes that occur in living beings and the obstacles that teachers have been facing in teaching evolutionary theory - either because of problems identified in the textbook or because of the difficulties faced by the students in understanding evolutionary theory itself -, this study sought to investigate three important subjects in biological evolution: natural selection, adaptation and genetic drift. The objectives of the study were: a) to analyze the approach taken by high school Biology textbooks approved by the National Textbook Program (PNLD – Programa Nacional do Livro Didático) 2015 and 2018 for natural selection, adaptation and genetic drift; b) to identify the typology of deep-learning exercises on natural selection, adaptation and genetic drift in the textbooks; c) To analyze the suitability of the visual resources in relation to the text; d) to identify the level of knowledge of first-year students majoring in Biological Sciences at the State University of Rio Grande do Norte (bachelor’s and teaching degrees) about natural selection, adaptation and genetic drift; e) to test didactic resources for teaching natural selection, adaptation and genetic drift with students in the third year of high school. The three axes of investigation in the study were: I – textbook analysis; II – assessment of knowledge of first-year Biological Sciences students from a public university; III – evaluation of didactic resources. The study’s methodological approach is quanti-qualitative. The results indicate that biology textbooks use terms to explain natural selection and adaptation which could lead the student to an understanding of biological evolution that reinforces mistaken ideas, often present in their prior conceptions. The knowledge of students about natural selection and adaptation are based on the idea of biological evolution in the lamarckist perspective and in the genetic drift, which is a subject poorly understood by the students. The didactic resources evaluated have contributed to encourage students to learn about natural selection, adaptation and genetic drift and to make possible a productive discussion, rectifying misconceptions about these subjects.

2018
Thesis
1
  • BONIEK VENCESLAU DA CRUZ SILVA
  • THE DEVELOPMENT OF THE PEDAGOGICAL KNOWLEDGE OF THE CONTENT CONCERNING THE THEMATIC NATURE OF SCIENCE IN THE INITIAL FORMATION OF PHYSICS TEACHERS

  • Advisor : ANDRE FERRER PINTO MARTINS
  • COMMITTEE MEMBERS :
  • ANDRE FERRER PINTO MARTINS
  • ISAURO BELTRAN NUNEZ
  • MARCIA TEIXEIRA BARROSO
  • BRENO ARSIOLI MOURA
  • FERNANDA CÁTIA BOZELLI
  • Data: Mar 9, 2018


  • Show Abstract
  • The Pedagogical Content Knowledge (PCK) is a knowledge developed in your training phase and practice of the profession, characterizing itself as an own knowledge of the teacher. Nowadays, it is used as a reference in investigation about the teacher training, mainly in the research of how to develop the knowledge necessary for teaching practice. In this way, we understand that PCK can be a useful tool for understanding how teachers develop didactic strategies for discussing aspects of the Nature of Science (NdC) in the classroom. Although a closed definition on NdC is something quite criticized in the literature, in this work we seek to understand it as meta-knowledge about science, coming from different interdisciplinary reflections. This research is of a qualitative approach. We investigate how future Physics/Sciences teachers, in initial teachers course and students of discipline of Historical Evolution of Physics, in teaching-learning situations, develop and mobilize their PCK for teaching aspects of NOS (PCK/NOS). To analyze the development of the PCK/NOS, we developed own evaluation model, which we call a transformative-reflexive model for evaluation of PCK/NOS. The obtained results showed that the licensees in teaching-learning situations, characterized by the cooperative work and the reflection of their practices or experiences, potentiate the development of the PCK/NOS. Other important point is the need for a better understanding of aspects of NOS and its relations with Physics Teaching. The comprehensions about this factor, for example, increase the perception of the future teachers about the understanding of the students of Basic Education about of the some aspects of the NOS. This comprehension is used in the production of the didactic strategies, notabilized as important component of the development of knowledge of the understanding of Science of the students and instructional strategies for the teaching of meta-scientific contents of the licensees. We also detected some conceptual and methodological gaps, mainly directed to the process of construction of methodologies for evaluation of the imaginate proposals, signaling to poorly productive knowledge of meta-scientific content evaluation. With the analyze of dates, put in consideration the phase of better maturation of their PCK/NOS of the licensees, we propose that the initial training courses direct another view to the question of how the graduates develop the necessary knowledge for the teaching of meta-scientific contents and PCK/NdC. A propose for this exit, emerging from our research, would be an insertion of more cooperative and reflexive practices in the formation of these teachers.

2
  • MARCELO SIQUEIRA DE ARAÚJO
  • null

  • Advisor : ISAURO BELTRAN NUNEZ
  • COMMITTEE MEMBERS :
  • ALESSANDRA CARDOZO DE FREITAS
  • BETANIA LEITE RAMALHO
  • EDENIA MARIA RIBEIRO DO AMARAL
  • ISAURO BELTRAN NUNEZ
  • MARCIA GORETTE LIMA DA SILVA
  • MARIA ALIETE CAVALCANTE BORMANN
  • Data: Nov 30, 2018


  • Show Abstract
  • null

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