ACTIO: Docência em Ciências

17

Authors: Nilgleice Leal Amador, Rosilene de Jesus Trindade, Paulo Weslem Portal Gomes, Eduardo Zaragoza Ramos, Ronilson Freitas de Souza

In this study we sought to evaluate the impact of an integrative activity, using modeling in the Teaching of Sciences for learning of the thematic unit Earth and Universe. The research consists of a pedagogical intervention and was carried out with students of the 5th year of the municipal/public schools of Salvaterra/PA, where the students participated in one class, using the modeling as a didactic strategy. For the data collection, were used the participant observation and a test applied at the end of the intervention. As an effect of this activity were observed creativity, imagination, enthusiasm, group participation and active interactions of the students, during the making of the models to represent the subject in question; it was also observed the appropriate internalisation of content, expressed by the results of the test that showed percentage of performance with more than 80% of correct answers to the questions proposed. Thus, it is emphasized that this intervention offered opportunities for students to engage in class and led to the assimilation of the studied concepts, improving class teaching-learning process and providing a more attractive and efficient education.

17

Authors: Céres de Oliveira Jendreieck, Ettiène Guérios

The purpose of this article is to present a review of a research that investigated contributions that an interdisciplinary educational game provided for the development of skills of the mathematics and geography subjects of students of the 3rd year of elementary school. The main theoretical references were Grando (2000, 2004), Machado (2001, 2006) and Moura (1992, 2010). The research developed was qualitative and interventional. The participants were 8 students enrolled in the 3rd year of Elementary School. For the development of the research, an interdisciplinary game was created by the researchers and validated by a team of education professionals. For the data collection, an initial activity was carried out, five games followed by five activities focused on solving problem situations arising from the game and a final activity. Systematic observation was performed in loco with subsequent production of narratives, filming of matches and activities after the game and records of the resolutions of the initial and final activities. For the analysis, a unique method was created for this research, with a triangulation of the instruments. In this article we will present a fraction of the results obtained and their discussions. It is concluded that the game, with its interdisciplinary characteristic, can help teachers in mathematics and geography classes, besides allying mathematical learning to learning values for citizenship, constituting an educational resource.

18

Authors: Tiago do Amaral Moraes, Marcelo Tadeu Motokane

Writing is a communicative activity that is widely used in classrooms, being, for the most part, a form of evaluation. In science classes, writing also appears in many typical activities, such as the construction of texts in genres involving scientific practices. Therefore, the objective of this work is to verify the productions of students within the proposed textual genre, trying to identify how the written genres are related to the teacher's speech and the material used. In this work, through the application of a didactic investigative sequence, we proposed to the students the writing of an opinion article about a fictitious situation of bat extermination by the local population. We also investigate marks of the teacher's speech and of a basic text of the sequence in the texts and their relations with the textual genres. Analyzing in a qualitative way, we realized that not all the students wrote the proposed textual genre, some constructed traditional school exercises or texts that mix elements of both genres. We also verified that the teacher's speech appears much stronger in texts that are traditional school exercises than in opinion articles.

19

Authors: Patrick Bellei, Tiago Emanuel Klüber

The documents that guide the teaching process of State Education present the necessary methodological references for the articulation of structuring content of mathematics. Among them is the mathematical modeling. Researches involving this trend point out some obstacles involved in the development. However, issues facing the school community external and internal as parents, teachers from other areas and school management, are only tangencial and even secondary regarding other aspects, such as, the curriculum. This article was developed based on a meta-analysis by collecting papers and books that deal with the mathematical modeling, without losing sight in the involvement of the school community with the teaching and school management. We carried out a discussion about the development of the mathematical modeling for the mathematics education and its relations with the school community which brings the question: which influences does the school community present to the development of activities of Mathematical Modeling for the Mathematics Education? The discussion points to the approximation of other actors in school community, in order to have a better understanding of the use and routing of Mathematical Modeling, so that this trend may be implemented with better results in schools. It is highlighted the importance of the presence and the construction of democratic management to ensure that the functioning of the educational institution is known and appreciated by all, aiming mainly that Mathematical Modeling is known by all the actors involved in the process of teaching.

20

Authors: Milene Aparecida Malaquias Cardoso, Fernando Francisco Pereira, Jader Otávio Dalto

This paper is based on the idea presented by Santos (2014), that the Analysis of Written Production - APE can be conceived as a teaching strategy, going beyond an assessment or investigative opportunity. The research presented here aims to describe and analyze the classroom environment from the perspective of Santos (2014) with seventh grade students from a private school in the city of Apucarana, in the north of Paraná. Methodologically, in an assessment environment, the written test of the students gave rise to a task that presented five resolutions, written productions of other students, to be analyzed by the participants of the research. The analysis made by the participants, sustained the achievement of the goal. In general, not only was Analysis of Written Production described and analyzed as a teaching strategy, but it was also tried to exemplify it in practice. The results presented refer to one of the participating students, A47, and show that even though he did not use all the productions presented, the task helped him to verify possible errors and to rethink his own initial resolution. In addition, student A47's experience and responses allow us to understand that using APE in a task where the student tends to analyze the written output of other students has been characterized as a different alternative to investigating student learning , requiring not only the implementation of procedures for resolving issues, but also the capacity for reflection and judgment of other resolutions.

20

Authors: Maykon Jhonatan Schrenk, Barbara Winiarski Diesel Novaes

With the objective of identifying the presence of the countryside school culture in the teaching of mathematics (final years of elementary school) in a school located in the rural area. The present research was based on the theoretical-methodological contribution of Cultural History through the concept of school culture (JULIA, 1990), having as sources: Elementary School (final years) students workbooks; teaching activities images; Political Pedagogical Project (PPP); math teacher planning; pertinent legislation; interviews with the school director, the mathematics teacher of the Elementary School, and the pedagogue. The curriculum was strongly urban-centered specifically in relation to mathematics classes, and although a strong school culture of the field is present in the school investigated, there is little presence of this field school culture specifically in the teaching of mathematics. As a final reflection, we ask ourselves if in our urban schools we do not need cultural elements school of the field: sense of belonging, community involvement, leadership formation, interdisciplinarity, team work and valorization of local mathematical practices.

21

Authors: Tainá Cordova Schlösser, Patricia Barbosa Pereira

The media crosses, defines and completes our daily interactions. At school this has not been any different. However, due to lack of theoretical-practical appropriation and little didactic visibility, some media artifacts, when associated with the pedagogical aspect, can be negatively generalized as villains and cause of indiscipline. Starting from these ideas, as well as from our experiences in school, together with the assumption of some controversial issues / taboos in current discourses, this article will analyze the excerpts from the American series "Orange Is The New Black", accessed often by school-age youth and adolescents. In order to do so we will use the French Discourse Analysis (DA) for discussing how the themes sexuality, body and gender are represented in the series, besides analyzing how these representations can influence the construction of meanings about such themes. We will also try to verify if there is a possibility of learning from the media in the scope of Science Teaching, in a more contextualized approach to sex education. The series presents social contents, which can be discussed in the classroom for the study of cross-cutting themes, especially in relation to sexual education and in the themes sexuality, body and gender, in an alternative to the biological-hygienist approach, from other aspects such as human and sexual rights.

22

Authors: Mariana Bolake Cavalli, Fernanda Aparecida Meglhioratti

Understanding the need for women's social equity and the importance of giving visibility to female scientific activity, the work developed here aims to investigate the ideas of students about scientists and how they relate women in science. The DAST (Draw a Scientist Test) test, proposed by Chambers (1983), in which the student is asked to draw a scientist person, is continually required to explain the design on the back of the sheet. Then, a collective discussion was held with the students regarding the drawings produced and the role of women in science. The investigation was carried out with an eighth grade class from the Elementary School of a private school in the municipality of Cascavel-PR. We conclude that the investigated students had a stereotyped view of the scientists with the idea of a masculinized science, but that the problematization of the design provided an initial reflection of the stereotypes presented by the students. We emphasize the importance of breaking the stereotype of scientist, and it is the competence of scientific education to develop student's understanding of scientific activity. The objective should be short, defining the problem studied, highlighting the knowledge gaps that will be addressed in the article.

22

Authors: Eliane Siviero da Silva, Lucieli Maria Trivizoli

The article presents the results of a master's research developed in the Graduate program in Education for science and Mathematics of the State University of Maringá - UEM, concluded in the year 2017. The work intended to investigate the potential of the history of mathematics in early years of elementary education from the use of an activity on numbering systems. An activity was carried out with pupils of the fourth year of elementary school of a public schools located in the municipality of Moreira Sales – Paraná, considering properties of the Mayan, Chinese and Indo-Arabic numbering systems. Through this implementation we pursued to identify the pedagogical potentials of the history of mathematics described by Antonio Miguel and Maria Angela Miorim in the book " História na Educação Matemática: propostas e desafios " (2011) that were highlighted during the activity. Three categories of analysis were created related to the potential of the material worked for the teacher, for the student and for the teaching and learning process of mathematics. Some of the potential identified in the implementation were: the historical approach as a source of selection of sequences and appropriate methods of teaching for different topics of school mathematics; the historical approach also was shown as a search source, understanding and meaning for the teaching and learning of school mathematics nowadays. The activity implemented showed a pedagogical instrument with the potential to work with the numbering systems, as it enabled the pupils to work with the characteristics of each of the numbering systems, compare the similarities and differences among them, all this with the support of the hands-on material that made the activity more playful to students, in this way, the use of historical information was presented as an appropriate sequence of teaching for this mathematical topic.

24

Authors: Moisés da Silva Lara, Luciana Gili Vieira Duarte

This paper discusses the elaboration of a learning workshop proposed as an extension activity for the training of teachers, in the undergraduate course in chemistry of a public university in the south of Brazil, whose general objective was for the students understood the process of contextualization through of the active involvement in the elaboration of a workshop on the chemistry of perfumes. The activities explored a pragmatic perspective of language, with bakhtinian and wittgensteinian inspiration, in order to promote a contextual and interdisciplinary approach to both the content of chemistry, and the didactic and methodological challenges involved. Among the specific objectives were the identification of the difficulties of the students; their understanding of the potential of this approach to learning; the analysis of the contribution of activities to the training of future teachers. Records were made of observations and student-produced materials were collected so they could be analyzed in conjunction with the data produced by an online survey. Thus, we identified a concern of the students with the time of elaboration and execution of the workshop and, with the domain of the explored content, besides difficulties to discuss the phenomena involved, even in cases in which they already had a good level of conceptual knowledge. However, the execution of the activities was very positive for the training of the students, allowing them to increase their knowledge of chemistry and, especially the understanding of the contextualization in the teaching of chemistry.