Navegando por Autor "RIGÃO, Alana Rodrigues"

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    Ensino de ciências e matemática nos anos iniciais: uma análise de teses da área do ensino
    (2019) RIGÃO, Alana Rodrigues; SCREMIN, Greice
    Faced withthe urgent educational discouragement in thecurrentcontext, thisarticleaimstodiscussresultsfound in thesesproduced in theareaofscienceandmathematicseducationfocusedontheearlyyearsofelementaryschool. The studyisjustifiedgiventhelackofworkfocusedontheearlyyearsofelementaryschool, in viewoftherelevanceofthespecificknowledgeoftheseareas for scientific training andelementarymathematicalconcepts in earlyschoolchildren. Ananalysisofeighteentheses in theareaofscienceandmathematicseducationpublishedbetween 2013 and 2017, comingfrom a mappingofthePostgraduatePrograms in Science andMathematicsEducation, carried out under a projectdeveloped in theScientificInitiationScholarshipProgram/UFN, fundedby FAPERGS. The theseswereanalysedfromthreecategoriesdefined a priori: a) specificknowledge; b) didacticaspects; c) perspectivesof teacher training. The thesesdemonstrate a prevalenceofspecificknowledgewithanend in itself, with procedural didacticaspectscarried out in a punctualmanner, without perspectives ofcontinuity. In relationtotheproductionsthatwereanalysed, it wasfoundthatmostofthemfocuson a specificcontentwithout perspectives of teacher training, whichreinforcestheneedtoinvest in studiesregardinginitialandcontinuingeducationandteachers, especiallymultipurposeteacherswhohavedifficulties in teachingspecificsubjects in theinitial series. Theseconsiderations point totheneedtoinvest in studiesrelatedtotheinitialyearsofelementaryeducation in theseareas for theimprovementofscientificandmathematicalliteracyatthislevelofeducation. Fromthediscussionoftheseaspects, thereisanencouragementtosensitize scholars oftheareatoreflectiontheworksthat are produced in thestrictsensewhichshoulddirectlyimpactonbasiceducation.