Navegando por Autor "LORENZETTI, Leonir"

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    A formação de professores e a qualidade do ensino
    (2005) PEREIRA, Maria de Fatima Rodrigues; LORENZETTI, Leonir
    This interview was conducted with Professor António Sampaio da Nóvoa (AN), on August 30, 2006, by Professor Maria de Fátima Rodrigues Pereira and Professor Leonir Lorenzetti, when the Portuguese professor was coming to the city of Caçador, where he delivered the Conference entitled "The training of teachers and the quality of teaching." Professor Nóvoa's record has a character of urgency befitting a time between the end of a morning during which he could expound his theses and answer teachers' questions and the need to return to Curitiba to catch a flight to Porto Alegre, in Rio Grande do Sul.
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    A formação de professores e a qualidade do ensino
    (2005) PEREIRA, Maria de Fatima Rodrigues; LORENZETTI, Leonir
    Esta entrevista foi realizada com o Professor António Sampaio da Nóvoa (AN), no dia 30 de agosto de 2006, pela Professora Maria de Fátima Rodrigues Pereira e pelo Professor Leonir Lorenzetti, quando da vinda do professor português à cidade de Caçador, onde proferiu a Conferência intitulada “A formação de professores e a qualidade do ensino.” O registro do Professor Nóvoa tem um caráter de urgência própria de um tempo entre o fim de uma manhã, durante a qual pode expor suas teses e responder às perguntas de professores e a necessidade de voltar a Curitiba para pegar um vôo até Porto Alegre, no Rio Grande do Sul.
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    Aproximações entre resolução de problemas e modelagem matemática com o enfoque CTS
    (2019) ROCHA, Flavia Sucheck Mateus da; LORENZETTI, Leonir; KALINKE, Marco Aurélio
    This study aims to verify the approach of Critical Mathematics Education with the STS approach. It involves a qualitative research, of the type pedagogical intervention, carried out in a private school in the city of Curitiba, with students of the 1st year of High School, using Problem Solving and Mathematical Modeling. The classes included activities on the content of Arithmetic Progression, in the case of Problem Solving and on statistics, percentage and exponential functions, regarding Mathematical Modeling. In addition to the mathematical contents, the practice addressed themes related to the presence of adolescents in academies, use of cell phones and their impact on the daily life of the human being and effects of marijuana in the body. For the analysis of the approximations between the methodologies used and the STS approach, the main characteristics of this approach, as well as the stages proposed for its development, were searched in the literature. The analysis showed that the Troubleshooting presented a sequence of reflections on the issues present in the problem situations similar to the sequences indicated in STS approach. The project carried out in Mathematical Modeling demonstrated a constant presence of interdisciplinarity and contextualization, which are the necessary requirements for teaching in the STS perspective. It was possible to establish some relations to a STS approach in both Troubleshooting and Mathematical Modeling. It was noticed that the teacher's mediation is what makes possible the appropriate directives so that the mathematical contents can bring scientific and technological base for the performance of the student in the society.
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    Editorial Actio 2019
    (2019) LORENZETTI, Leonir; PANOSSIAN, Maria Lucia
    Editorial para o nono número da ACTIO: docência em ciências.
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    Formação de conceitos em Ciências: as potencialidades de um curso de formação continuada para professores generalistas
    (2017) SILVA, Sorái Vaz da; LORENZETTI, Leonir
    The work reports the development of a continuing education course offered to science teachers in the early years of the municipal network of Quatro Barras-PR. The course was designed and applied to develop concepts in science, organized through integrated modules. As theoretical support, the assumptions of concept formation exposed by Vygotsky, Piaget and Vergnaud were used, articulating with the promotion of scientific literacy. The scope of the course was for teachers to experience how the formation of concepts in science takes place, observing and experiencing the process in order to subsequently direct their teaching action to the early years. This research showed that the course participants could understand that the teaching action should contribute to the process of forming concepts in natural sciences, including the link with the student's daily life, using the desired concept to solve the question raised and thus favoring literacy through the formation of the concept. In these terms, the potential of the continuing education course aimed at the formation of concepts in science for the initial years were observed.