ACTIO (Curitiba)

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https://edubase.sbu.unicamp.br/handle/EDUBASE/1105

A ACTIO: Docência em Ciências é um periódico de caráter científico voltado à pesquisa em Educação de Ciências (Biologia, Física, Química ou Ciências) e em Educação Matemática, dentro da área de conhecimento Ciências Humanas e subárea Educação, para o CNPQ e na área Ensino e subárea Ensino de Ciências para a Capes e está organizada em três seções. A ACTIO destina-se a pesquisadores, graduandos, pós-graduandos, professores da educação básica, e público em geral que se relacionem às áreas indicadas anteriormente.

Descrição

Mantenedor: UTFPR

Tipo: IESF

Região: Sul

Cidade: Curitiba | PR

ISSN: 2525-8923

Qualis: A3

Periodicidade:Quadrimestral

E-mail: actio-ct@utfpr.edu.br

Título abrev.: ACTIO: Docência em Ci.

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Agora exibindo 1 - 4 de 4

A prática como componente curricular na formação de professores em ciências biológicas: o que revelam as teses e dissertações
(2020) OLIVEIRA, Juliana Moreira Prudente de; GIANOTTO, Dulcinéia Ester Pagani
Teacher’s background is an important object to be studied in Science education area. However, practice as a curricular component (PCC) is a topic that still raises many doubts among teachers’ educators. Thus, this paper aimed at quantifying -theses and dissertations -productions regarding PCC theme and also investigating which notes are present in the productions of Science and Biology teaching area. So, a documentary research was carried out by searching the Capes Thesis and Dissertations Catalog, using the expression “practice as a curricular component”. After this general survey, a selection was made regarding the productions that mentioned, in their title, the expressions "Biological Sciences", "Sciences" and / or "Biology". Data were analyzed using the content analysis method, specifically the categorical analysis technique. 72 productions were registered from 2005 to 2019. And, based on these ones, only 17 corresponded to the Biological Sciences area, and presented as main focus: organization, development and contribution of the PCC. For each of these approaches, challenges and possibilities were evidenced, which have indicated what has already been accomplished on this area, for example, how PCC was introduced in the courses and which implications were obtained. Consequently, there are examples that can be followed, such as the different ways of PCC development and suggestions that can lead to reflections and adaptations/transformations. At last, it is considered that, according to this investigation, it was possible to visualize how the production of theses and dissertations regarding PCC theme is, mainly in relation to the Science and Biology teaching area, providing a fruitful panorama for new studies and PCC accomplishment in teachers’ training curricula.
O ensino de matemática: entrevista com o professor Vinicio de Macedo Santos
(2019) ELIAS, Ana Paula de Andrade Janz Elias; MOTTA, Marcelo Souza
Este texto traz uma entrevista realizada com o professor Dr. Vinicio de Macedo durante o evento “Jornadas da Educação em Ciências e Matemática”, realizado no ano de 2017 pelo Programa de Pós-Graduação em Formação Científica, Educacional e Tecnológica da Universidade Tecnológica Federal do Paraná. Nesta entrevista o professor discute sobre o ensino de matemática, a relação dos estudantes com esta disciplina, bem como sobre a postura do professor de matemática diante das demandas de seus estudantes. O entrevistado também fala sobre o PNE e sobre as relações da matemática com o cotidiano dos estudantes. Fala, ainda, sobre a sua trajetória como professor evidenciando os méritos da profissão.
Reflexiones sobre la actuación del traductor e intérprete de libras en las clases de matemática en contexto escolar inclusivo
(2020) MORÁS, Nadjanara Ana Basso; LANGWINSKI, Luani Griggio; BOSCARIOLI, Clodis
In Brazil, the school inclusion of deaf students has been a subject of discussion since 1990, and the barriers faced range from the structuring of the school to the way which the classes are prepared, also through mediation by the Translator e Interpreter of Libras (TILS). This paper discusses the difficulties encountered by this professional in mathematics classes in this inclusive school context, evidencing that schools, even with the presence of the interpreter, are built on methodologies that are almost totally focused on the listening students, which carries with it some relevant considerations about the role of TILS in the transmission of knowledge, highlighting the lack of initial and continuing training for this professional, as well as presenting reflections and questions for future research in the field of inclusive mathematics education for deaf students.
Teses docentes sobre o processo de ensinar e aprender ciências
(2019) FIGUEIRA, Sandro Tiago da Silva
This text showsthe results of a doctorate research, which investigated a formative process offered to teachers who start in the teaching career of the municipal of Rio de Janeiro's education, focusing on methodological strategies for the teaching science.Our goals were to identify the didactic strategies for Science Education and teachers ' perception about the teaching-learning process, with a view to the construction of teachers about teaching and learning. The methodological path joined questionnaires with open questions and semi-structured interviews. We elaboratedon this investigation the term theses teachers, that is, a form of reflective teachersto express themselves. Therefore, we recognize teachers as bearers of knowledge based on their practices.From the triangulation of empirical materials we weave our results by clarifying that the tensioning of reflections in the dynamics of the formation of science teachers may encourage an emotional climate for interaction in which the manifestation of beliefs and conceptions will become the basis for reflection, dislodge and cause other forms of practice committed to reality.

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