http://repositorio.ufgd.edu.br/jspui/handle/prefix/6139 2026-01-15T22:05:03Z http://repositorio.ufgd.edu.br/jspui/handle/prefix/6661 Título: Educação paraguaia e os conhecimentos especializados do professor que ensina matemática: compreensões emergentes do currículo prescrito ao manual didático do quarto ano Autor(es): Tomascheski, Tchaila Regina Santino Primeiro Orientador: Alencar, Edvonete Souza de Abstract: When considering our country and its border regions with Paraguay and the influences of one country on another in the educational sphere, it is necessary to have knowledge about the educational development of Paraguay, since it is observed that there is a lack of research on this theme. This master's research carried out in the Graduate Program in Science and Mathematics Teaching, is a qualitative of the type Documentary investigation defined by Phillips, we elaborate the structure organizing it in multipaper format composed of three articles, which allow usto develop specific discussions, which aim to answer the question of how the prescribed Paraguayan curricula are presented and verify what evidence of the specialized knowledge of the teacher of Mathematics emerge from the textbook of the 4th year of basic education. In the first article, we conducted a study on Paraguayan education, its education system and the prescribed curriculum in force. The second and third articles are a methodological study of documentary research based on Ludke and André, in article two we analyze which specialized knowledge of the teacher emerges in the geometry unit and in article three we analyze which specialized knowledge to teach arithmetic is present in the didactic manual. We analyzed the didactic manual of the Ñepytyvõ Rekávodo 4th grade collection, using as a theoretical lens the Carrillo model, Mathematics Teacher's Specialised Knowledge (MTSK), to which weverified and classified in its six subdomains the teacher's specialized knowledge that emerges from the didactic manual in the units of geometry and arithmetic. In conclusion to the analyses, we observed the need for the teacher to have mastery and understand the specific representations of each mathematical content combined with the ability to transmit them in a clear and accessible way, because at some moments in the didactic manual the approach to the content is made in a way that induces error, for not having had a complete explanation and even exercises where the resolution is presented incorrectly or with a double answer. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação 2024-11-22T00:00:00Z http://repositorio.ufgd.edu.br/jspui/handle/prefix/6660 Título: Rios de ressignificação: (des)construções curriculares na constituição de Projetos Pedagógicos Curriculares de um curso de Licenciatura em Matemática a partir das resoluções do Conselho Nacional de Educação/Conselho Pleno de 2002, 2015 e 2019 Autor(es): Alves, Tatiane da Silva Primeiro Orientador: Miola, Adriana Fátima de Souza Abstract: In the Brazilian context, guidelines and orientations for teacher education are established by the National Council of Education (NCE) through resolutions aimed at standardizing teaching policies and practices. Over the years, CNE resolutions have undergone updates and revisions, reflecting some of the changes and demands of society and education. In this sense, this dissertation aims to understand the processes and effects of the re-signification of curricular guidelines for teacher education, materialized in the Pedagogical Project of a Mathematics Teaching Degree course. The theoretical framework of this research uses concepts such as Problem-Posing Education, Dialogicity, Creative Insubordination, Responsible Subversion, and Collaboration. These concepts are essential for understanding teacher education practices and curriculum construction in the investigated context. The methodological approach adopted in this research is qualitative, using documentary research and semi-structured interviews. Data analysis was conducted through Discursive Textual Analysis (DTA), allowing for an in-depth understanding of curricular perspectives and processes of Creative Insubordination present in the Pedagogical Projects of the Mathematics Teaching Degree course at UFGD. The results of this investigation are materialized in the production of meta-texts titled in Study 1 as "Interweaving Knowledge: the complex journey of teacher education in the education network" and "Knowledge Networks: legal and institutional influences on teacher education under power dynamics", highlighting that the different curricular perspectives present in CNE/CP resolutions are not necessarily mutually exclusive, and can coexist in the same educational policy. In Study 2, reflections emerge on the "(Survival)Experiences of the Mathematics Teacher Subject", where the Curricular Pedagogical Project of the year 2024 seems to have been the most proactive in seeking creative insubordination, due to the contradictions found in the CNE/CP resolution of 2019, evidencing a paradigm shift in education, which seeks awareness and reflection on diversity, culture, inclusion, teaching, and learning in contemporaneity. In Study 3, the meta-text "Auto(Trans)formations of the teacher educator: a continuous process of knowledge articulation for knowledge fluency" stands out, which emerged from interviews conducted with 7 members of the Structuring Teaching Nucleus, representing the sub-areas of Mathematics Education, Statistics, Pure and Applied Mathematics. In concluding the study, we observe that teacher education in the Mathematics Teaching Degree course at UFGD is a dynamic and continuous process, characterized by constant adjustments and adaptations. Creative insubordination acted as a driving force in this process, promoting continuous renewal and adaptation of the course's identity in line with educational demands. In concluding the research, we emphasize that the interaction between curricular perspectives in CNE/CP resolutions and creative insubordination manifested in the Pedagogical Projects and by the NDE reveals a complex network of influences on educational policies and curricular practices, highlighting the importance of flexibility, innovation, and creativity in teacher education, especially in a constantly changing context like that of Mathematics Education. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação 2024-03-04T00:00:00Z http://repositorio.ufgd.edu.br/jspui/handle/prefix/6659 Título: Aspectos do raciocínio proporcional de alunos do 7º ano mobilizados em experiências dialógicas de resolução e de elaboração de tarefas matemáticas Autor(es): Rodrigues, Síntia Paola Primeiro Orientador: Rodrigues, Renata Viviane Raffa Abstract: This study aimed to answer the following research question: How does the solving and designing of tasks on proportionality, by 7th-grade students in Middle School, through dialogic experiences in lessons based on the Exploratory Teaching approach, enable the mobilization of aspects of proportional reasoning? The research adopts a qualitative approach, focusing on understanding students' thinking processes during the design and solving of mathematical tasks. The data analyzed consist of dialogues between the researcher and small groups of students, as well as the written productions and records created by them. The dissertation is organized in a multipaper format, composed of an extended introduction and three articles, which, in an articulated manner, provided partial answers that contributed to addressing the main research question. The first article aims to understand how the solving of an exploratory task, through dialogic experiences with eight groups of 7th-grade Middle School students, can contribute to the mobilization of aspects of proportional reasoning. The results showed that, when solving an exploratory task on proportional relationships, students were able to mobilize important aspects of proportional reasoning, such as quantity comparison, multiplicative comparisons, and, to a lesser extent, covariation. The second article seeks to understand how the designing of mathematical tasks by 7th-grade Middle School students, based on a dialogic perspective, can contribute to the structuring process of the proportional relationship between two quantities and to the recognition of the multiplicative nature present in this relationship. The analysis of recorded dialogues, the tasks designed, and the students' own solutions to their tasks indicated that, despite initial difficulties, the groups were able, at different levels, to mobilize an understanding of the multiplicative nature between quantities. The third article aimed to understand, from a dialogic perspective, the mobilization of progressive and regressive reasoning in the design of tasks involving proportional relationships by 7th-grade Middle School students. The analyses, as in the second article, revealed difficulties in structuring and understanding these relationships. However, after dialogic interventions carried out by the researcher, the groups were able to design their tasks and, in their solutions, demonstrated the mobilization of both progressive and regressive reasoning. The articulation of the results from the three articles allowed the conclusion that, compared to task solving, task design proved to be a more challenging process for both students and the teacher. Nevertheless, it showed great potential for mobilizing and developing aspects of proportional reasoning. Additionally, it fostered the development of dialogic interactions, which were essential for the researcher to identify students’ zones of proximal development and to carry out specific interventions and questions that stimulated students’ thinking and reflection. Finally, this research can serve as a springboard for further studies involving the design of mathematical tasks by students, whether aimed at fostering the understanding of other mathematical concepts or at mobilizing other aspects of proportional reasoning. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação 2025-04-28T00:00:00Z http://repositorio.ufgd.edu.br/jspui/handle/prefix/6658 Título: Narrativas do eu-professor coletivo-singular: reflexões sobre o processo de início da docência em matemática Autor(es): Oliveira, Marcio Brito de Primeiro Orientador: Figueiredo, Tiago Dziekaniak Abstract: In this research, we address the theme of teacher training, with an emphasis on the construction of the teacher's identity at the beginning of his/her career. The study focuses on the movement that encompasses the pedagogical practices that emerge from this process, seeking to understand how lived experiences influence pedagogical practice, with the following research problem: How is the collective-singular teacher-self constituted in the process of beginning to teach mathematics, driven by experience and the desire to innovate? Through the narratives of the author of this work, we seek to theorize the questions about the insecurities, challenges and innovations that arise in this initial period of teaching, especially in the context of teaching Mathematics and Sciences. The objectives of the study include: analyzing the experiences of a beginning teacher, reflecting on the pedagogical practices developed, and investigating the relationship between theoretical training and teaching practice. To develop the work, we adopted a qualitative approach as a methodology, focusing on narrative research. The analysis is done through writing narratives about one's own experience at school and in the coexistence with the subjects that constitute it. Through the study, it is possible to understand that the construction of teacher identity is a complex and multifaceted process, which involves emotions, social interactions, and the search for innovation. We identified that pedagogical practices, such as the development of a podcast by students, not only promote learning, but also strengthen the relationship between teacher and students, contributing to a more collaborative and engaged school environment. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação 2025-01-17T00:00:00Z