José Vieira do Nascimento Júnior | Universidade Estadual de Feira de Sanana (original) (raw)

Papers by José Vieira do Nascimento Júnior

Neste apresentamos um relato de experiencia sobre o uso do Ensino com Pesquisa no Nivel Superior.... more Neste apresentamos um relato de experiencia sobre o uso do Ensino com Pesquisa no Nivel Superior. O uso dessa estrategia de ensino foi feito nas aulas de um Componente Curricular universitario que aborda os saberes cientificos e escolares para a docencia em Quimica na Educacao Basica, sendo disciplina obrigatoria no curso. As atividades realizaram-se no bienio 2012/2013, tendo como objetivo verificar se o Ensino com Pesquisa favorecia o processo de ensino-aprendizagem e contribuia para a formacao do professor critico-reflexivo. Aplicamos um questionario para levantar as concepcoes dos licenciandos, estimulamos pesquisas de textos sobre os conteudos, questionarios adaptados da Escala de Likert e um questionario final. Os resultados demonstraram que a metodologia de ensino articulado com pesquisa contribuiu significativamente para a formacao do professor critico-reflexivo, podendo ser utilizada como estrategia no processo de formacao de professores de Quimica.

This research addresses the analysis of instrumental genesis process of displacement in the Cabri... more This research addresses the analysis of instrumental genesis process of displacement in the CabriGéomètre II Plus Software which was implemented in classrooms from two different schools,in the courseof eight sessions. Regarding Dynamic Geometry of such computational environment we have verified that the use of the displacement as an instrument could promote significant changes in geometry teaching and learning. In this context, we will go in search of possible contributions or changes the displacement could bring when used as an instrument in flat geometry teaching and learning process. In particular the construction of learning situations by using displacement of Cabri-géomètre computational environment regarding primitive properties of classical geometric objects (quadrilaterals, triangles, circles, etc.) and the relationship among them. The work related to this communication was developed in collaboration with the Laboratory Leibniz and basic education schools, particularly in th...

Revista Binacional Brasil-Argentina: Diálogo entre as ciências, 1970

Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática, 2019

Este artigo, traz um recorte a respeito das dimensões teórica, investigativa e didática dos percu... more Este artigo, traz um recorte a respeito das dimensões teórica, investigativa e didática dos percursos de estudo e pesquisa à luz do referencial da teoria antropológica do didático. Nas discussões focamos as principais características desses percursos e destacamos suas dialéticas. Abordamos as metodologias da Engenharia Didática, Inquiry Based Learning e noções como atividade matemática, funções didáticas: cronogênese, mesogênese e topogênese, além do papel das praxeologias de ensino e investigação. Dentre os problemas teóricos discutidos destacam-se as dificuldades de implementação desses percursos nas práticas de ensino e na investigação em didática, como ir além de uma abordagem monodisciplinar da matemática para uma codisciplinar, e do monumentalismo dos saberes rumo à pedagogia do questionamento do mundo.

Journal of Education and Human Development, 2016

All discussions regarding development of scientific concepts are in evidence in research field of... more All discussions regarding development of scientific concepts are in evidence in research field of sciences teaching, due to difficulty secondary students find to learn it. The purpose of this work is to report the results of a research conducted in two parts, at two secondary education schools from municipal public school system of Salvador city (Bahia State, Brazil) in the years of 2011 and 2014. The idea was collecting students' concepts about chemical solutions before and after didactic mediation. The students' responses demonstrated that current pedagogic models do not cover social relations, that is: student-teacher-knowledge relationship is not being considered in a social-historical perspective which could provide a significant contribution in elevation of students 'learning level. Based on these results we propose a new way of didactic mediation, taking Historical-Critical Pedagogy (HCP from now on) as basis, in order to deal with science contents, conciliate scientific knowledge with social practice; and specially contribute for improving chemistry teaching in secondary education system.

Todo o conteúdo deste livro está licenciado sob uma Licença de Atribuição Creative Commons. Atrib... more Todo o conteúdo deste livro está licenciado sob uma Licença de Atribuição Creative Commons. Atribuição 4.0 Internacional (CC BY 4.0). O conteúdo dos artigos e seus dados em sua forma, correção e confiabilidade são de responsabilidade exclusiva dos autores. Permitido o download da obra e o compartilhamento desde que sejam atribuídos créditos aos autores, mas sem a possibilidade de alterá-la de nenhuma forma ou utilizá-la para fins comerciais.

The 'Resource' Approach to Mathematics Education

This chapter reports on the work of Working Group 4 and focuses on the integration of digital res... more This chapter reports on the work of Working Group 4 and focuses on the integration of digital resources into mathematics teaching and learning practices. There are five central sections, focusing on, instrumental genesis, instrumental orchestration, the documentational approach to didactics, digital resources and teacher education, and the design of learning environments with the use of digital resources. A range of constructs and theoretical approaches are covered in these five sections, and the opening section comments on construct validity and issues in “networking” theoretical frameworks. The chapter can be viewed as a literature review which surveys past and present (at the time of writing) scholarship with an eye to possible future research. The chapter is extensive in several dimensions: a large range of digital resources and applications are considered; the subjects using digital resources are not just teachers but also students, student teachers and student teacher educators. Issues raised in the sections include individual and collective use of resources, the adaptation of these resources for specific learning goals and to prepare (pre- and in-service) teachers for the use of digital resources.

Educação e a Apropriação e Reconstrução do Conhecimento Científico 2

This paper presents the results of a survey conducted with students of the 7th grade, age 13, dur... more This paper presents the results of a survey conducted with students of the 7th grade, age 13, during Art classes at a public school in Salvador, Brazil, between the months of February and April 2019. Given the difficulties presented by students of this age in abstract reasoning, for the understanding of mathematical problems and the physical sciences, we proposed a working hypothesis, according to which, the discipline of Art can contribute to develop skills necessary for the understanding of some properties of geometric objects for the construction of logical spatial reasoning, necessary for the resolution of certain tasks. These abilities can be enhanced by the interaction of students with didactic situations idealized through the tangram - a puzzle game, which has been used in several researches investigating the articulations between the ludic and some contents of mathematics such as elementary geometry and that composed the teaching medium (milieu). The theoretical-methodological reference adopted was Guy Brousseau’s Theory of Didactic Situations and Michèle Artigue’s Methodology of Didactic Engineering. At first, we investigated the spontaneous conceptions of students about geometric objects: point, line and angle, which indicated the need to work on properties associated with the symmetry of plane figures. Some obstacles were identified such as the absence of geometry terms in the analyzed answers. However, it was found that the tangram’s properties favored the learning, which was foreseen in the teaching objectives. The didactic situation intermediated the ludic and its concrete part through the puzzle game tangram and the understanding of abstract geometric notions with that of symmetry was validated, because the previous knowledge of the students and these notions approached along the process.

The 'Resource' Approach to Mathematics Education, 2019

Educação Matemática Pesquisa, 2019

Debates em Educação, 2017

This article reports on how Teaching with Research inserted in a curricular component of a degree... more This article reports on how Teaching with Research inserted in a curricular component of a degree in Chemistry can contribute to the construction of knowledge needed for teaching at a State University of Bahia, Brazil, in the years of 2012 and 2014. The objective of research was to verify if teaching with research improve the teachinglearning
process and contributed to the formation of the critical-reflective teacher. Throughout the research, information was collected on the initial and final conceptions of the graduates, their textual productions and questionnaires adapted from the Likert Scale. The results demonstrated that the strategy used contributed significantly to the
formation of the critical-reflexive teacher and can be used in the process of training chemistry teachers.

Os alunos brasileiros de 15-16 anos não têm demonstrado um domínio satisfatório da Matemática e C... more Os alunos brasileiros de 15-16 anos não têm demonstrado um domínio satisfatório da Matemática e Ciências da Natureza, segundo recentes avaliações do PISA (Programa Internacional de Avaliação de Alunos, desenvolvido e coordenado internacionalmente pela OCDE -Organização para Cooperação e Desenvolvimento Econômico). Essa carência revela a necessidade de mudanças nos quadros pedagógico e didático no ensino brasileiro de ciências. Dentre as novas configurações didáticas que surgem como uma resposta a esse problema, aquela fundamentada na inserção de aspectos relativos à natureza da ciência e ensino de ciência -NCEC, mostra-se promissora pois envolve o relacionamento de elementos próprios da linguagem científica como a argumentação e a modelagem aplicadas ao ensino de química numa perspectiva representacional macro-microscópica para a descrição dos fenômenos químicos. Neste artigo, mostramos o que pensam alguns teóricos da NCEC, além de um estudo caso baseado no ensino do tema forças intermoleculares, conduzido por um desses pesquisadores, e que serve de referência para aplicar no ensino de química no Nível Médio.