https://repositorio.ifg.edu.br/handle/prefix/22 2026-08-19T13:05:33Z https://repositorio.ifg.edu.br/handle/prefix/2771 Título: Momentos interativos com professoras dos anos iniciais do ensino fundamental: tecendo conhecimentos sobre o pensamento algébrico Autor(es): Neide Filha, Maria Primeiro Orientador: Barros, Viviane Maciel Abstract: The research in question is linked to the Postgraduate Program in Science and Mathematics Education (PPGECM) - Professional Master's Degree - of the Federal Institute of Education, Sciences and Technology of Goiás, Jataí Campus, along with the research line “Foundations, methodologies and resources for Science and Mathematics education” and underline “Mathematics Education”. It aimed to analyze the understanding of a group of teachers in the early years of Elementary School in relation to the development of algebraic thinking based on interactive moments. The methodology, of a qualitative nature with a descriptive-interpretative character, describes the experience of teachers who teach in the early years of Elementary School at a public school in Senador Canedo-Goiás, analyzed from interactive moments carried out in person and remotely, which took place in the first semester of 2023, in the proposition of tasks, in the form of episodes, that propose the development of algebraic thinking. The data production instruments include: 1) a questionnaire containing closed and open questions with five teachers, 2) participant observation, and 3) video/audio recordings of episodes of face-to-face and remote interactions via Google Meet. Difficulties in carrying out interactive moments and in proposing continuing education in a global context are evident, as consequences of the capitalist system in the precariousness of working conditions. The search for quantitative results generates the insertion of a capitalist policy with neoliberal aspects. How can continuing education be carried out if the work takes up all of the teachers' time? The precariousness of teaching work is consolidated in the control of pedagogical work through the standardization of the curriculum imposed by the BNCC, in the demand for high indexes in external evaluations (Saeb), and with accountability policies. The results indicate that the teachers did not have specific initial training in relation to “algebra” (only in the final years of Elementary School). Therefore, there is a need to review the curricula of the Bachelor's Degree in Pedagogy, which include specific knowledge, with trainers with theoretical and practical training. The analyses showed that continuing education, represented by the educational product in interactive moments, was examined through four episodes. Given the limitations and challenges of algebraic thinking, it was observed that there are indications of knowledge related to “algebra”, such as generalized arithmetic and functional thinking. This knowledge, however, still needs to be improved to benefit pedagogical practice. Such findings point to the emergence of challenges in relation to the topic and in finding ways to carry it out, in the direction of continuing education: whether within schools, provided by public policies, in study groups, with partnerships between universities. These elements culminate in reflective processes of teachers who teach Mathematics in the early years when rethinking their practices, promoting tasks that can develop algebraic thinking in students. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Dissertação 2024-06-28T00:00:00Z https://repositorio.ifg.edu.br/handle/prefix/2749 Título: Manifestações do pensamento algébrico em estudantes do 1º ano do Ensino Fundamental a partir da literatura infantil Autor(es): Pinto, Denise Ferreira Primeiro Orientador: Maciel, Viviane Barros Abstract: This research analyzed evidence of the development of algebraic thinking in students in the first year of Elementary School, based on children's literature. This work is anchored in research that is based on the processes involved in algebra – generalization, representation, justification and reasoning – considering, mainly, the functional dimension of algebraic thinking. That said, the research sought to answer the guiding question: What signs of algebraic thinking can be diagnosed when analyzing the results of a set of activities created based on a children's story, in a 1st year elementary school class? The research was qualitative, of the pedagogical intervention type, and involved the participation of 26 students from a 1st year elementary school class at a public school in the city of Jataí-GO, in six face-to- face meetings. Seeking to develop algebraic thinking, this investigation created, as an educational product, a Pedagogical Activities Notebook for teaching patterns in sequences for the first years of elementary school. Children's literature was used through the book “Good morning, all the colors!” by Ruth Rocha and, based on it, several challenges and problem situations were prepared in which students would solve them through different strategies. The instruments for data production were pedagogical activities, audio and video recordings, photographs and field notes recorded by the researcher. The activities and methodologies used provided situations that favored dialectical interaction between participants, thus promoting the formulation of hypotheses and the understanding of patterns, relationships and functions. The results showed manifestations of students' algebraic thinking through socialization and in responses to activities designed to stimulate the development of algebraic thinking through the identification of patterns and regularities in figural and numerical sequences (repetitive and recursive). Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Dissertação 2024-07-05T00:00:00Z https://repositorio.ifg.edu.br/handle/prefix/2689 Título: A formação inicial na e pela pesquisa: narrativas de estagiários e perspectivas de (res)significação das práticas de estágio curricular supervisionado Autor(es): Oliveira, Adrielly Aparecida de Primeiro Orientador: Paniago, Rosenilde Nogueira Abstract: The present research has as object of study the training of research teachers in the context of the Supervised Curricular Internship (ECS). The training of research teachers is a perspective of teacher that is based on the assumptions of critical rationality and finds fruitful moments in the ECS for its effectiveness. Research professors understand and critically reflect on their own praxis in order to (re)signify it. Therefore, the general goal of this study is contribute to the process of initial training in and through research of future Science teachers through the elaboration of didactic material to be used in the formative praxis of ECS. The specific goals are: to investigate the contributions and weaknesses of the ECS in Degree courses at the Institution of Higher Education, locus of research for the training in and through research of Science teachers; identify theoretical- practical elements that enable the formation of Science teachers in and through research during the ECS in order to subsidize the elaboration of the educational product; develop didactic material with a view to contributing to the training of research teachers, specifically Science teachers; evaluate the didactic material through the narrative of the researcher and the participants. As methodological approach, a qualitative approach was chosen. Initially, in the first phase of the research, a narrative interview was conducted with four teachers in initial training; subsequently, didactic material was elaborated and evaluated through a teacher training course. As data collection procedures and instruments, in the process of evaluating the didactic material, the researcher's field diary constructed during the course moments and the questionnaire with participants. Data analysis followed the assumptions of content analysis. As a result of the first phase of the research, it was found that the possibilities of learning in and through research during the ECS are centered on understanding the need for (re)signification of teaching praxis, investigative interest in the face of the pandemic context, use of instruments data collection from an investigative perspective, the relationship established between diagnosis and intervention and, finally, the process of writing and sharing the results of the ECS. Regarding weaknesses, the following stand out: ineffective immersion during the ECS due to the pandemic period, non-participation of graduates in pedagogical meetings at the basic education school, feeling of insecurity during the period of regency and development of the investigative intervention project and weaknesses about the theoretical-methodological elements for data analysis and systematization of results. With regard to the results alluding to the production and evaluation of the educational product, its contributions to training in and through research were notorious, especially regarding the construction of focused learning about learning to observe and understand the basic education school in a way investigative, learning to write and socializing the results of research carried out in the classroom and changing the understanding about the effective work with research in the classroom. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Dissertação 2023-10-01T00:00:00Z https://repositorio.ifg.edu.br/handle/prefix/2687 Título: Tabela periódica em aplicativos educacionais livres: características e possibilidades metodológicas para o ensino na abordagem CTSA Autor(es): Gonçalves, Geovana Inácio Primeiro Orientador: Longhin, Sandra Regina Abstract: In this research, we reflect on the teaching of the Periodic Table (TP) in Elementary School II (EF) and the contributions of educational mobile apps inserted in this planning. In a qualitative approach we look for investigate a sequence of classes elaborated guided by Historical-Critical Pedagogy (PHC), focusing on Science, Technology, Society and Environment (CTSA). The participants were students from two classes of the 9th grade of a public school located in the city of Inhumas-GO, and teachers from the teaching State network of Goiás. The data collection instruments used were questionnaires, audio and video recordings during classes, and the researcher's field diary. The results were organized and discussed through content analysis. For the analysis of the results, the following emerging categories were defined: 1) Weaknesses in teaching the Periodic Table; 2) Relationship between the contents of the Periodic Table and daily life. The results show that were given to the participants a historical view of the PD development process, in addition to establishing relationships between the presence of chemical elements in their lives. As an educational product, an instructional didactic material was developed to support teachers, made by a sequence of four activities and a video lesson with the ‘electronic waste’ theme. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Dissertação 2023-06-23T00:00:00Z