Navegando por Autor "Costa, Lucélida de Fátima Maia da"

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Aprendendo em casa pelas ondas do rádio os desafios enfrentados pelos professores na alfabetização das crianças no período da Pandemia Covid 19
(Universidade do Estado do Amazonas, 2023-08-29) Pinheiro, Fabiane Prata; Figueiredo , Ângela Maria Rodrigues de; Figueiredo, Ângela Maria Rodrigues de; Costa, Lucélida de Fátima Maia da; Nascimento Filho, Virgílio Bandeira do
This work is the result of a qualitative research, whose theme is “Learning at home through the radio waves: the challenges faced by teachers in teaching children to read and write during the COVID-19 pandemic”. This work addresses the challenges faced by teachers when teaching their students to read and write during the pandemic, through classes given via radio and aims to reflect on the challenges experienced by teachers in the face of this reality that has imposed itself on the world. For this study, it was necessary to go back to the historical background of radio as an electronic mass media that for a long time was the only vehicle for disseminating information. We also address literacy learning and teaching strategies, as well as the training needs of teachers that enable the insertion and use of technologies. For this, we adopted Freire (1989) as a theoretical basis; Soares (2003); Belloni (2009) and Santaella (2013). The methodology adopted was qualitative and data analysis was provided by 01 literacy teacher who worked during classes on the radio. Through an interview with one of the teachers who created the Program, it was possible to learn about the challenges faced in teaching children to read and write during the pandemic in schools in the municipality of Parintins. Therefore, the study carried out showed the importance of education, even facing several difficulties, teachers were able to carry out their work by taking classes to children, through the reach of the pioneer of communication, the radio.
Articulando saberes no ensino de ciências usando o tema quelônios em escolas ribeirinhas no município de Parintins - Am
(Universidade do Estado do Amazonas, 2019-05-17) Fonseca, Ana Paula Melo; Fachín -Terán, Augusto; Fachín -Terán, Augusto; Souza, José Camilo Ramos de; Costa, Lucélida de Fátima Maia da
This study deals with questions related to popular and scholastic knowledge coming from riverside schools, bringing the articulation of these knowledge to the teaching of sciences. Therefore, the objective of this research is to understand how the flow of information in the school occurs, and the connection of popular and scholarly knowledge, using the theme of the Amazonian chelonians in riverside schools of Parintins-AM. The methodology of the study is molded qualitative research with a phenomenological approach. Research techniques were used: participant observation, oral and written oral interview, pre and post-test questionnaires, as well as drawing activities with children's reports about drawings. For the analysis of the data was used content analysis, where it was established categories of analysis for the construction of indicators of knowledge in riverside context. We point out that the knowledge derived from the daily life of children is elements that facilitate teaching and learning in the classroom. The shared knowledge originates new discoveries and questions giving the opportunity for the student to build their knowledge. The articulation of knowledge is carried out with the community and parents of the students in a participative way, with greater visibility during the execution of the project of preservation of chelonians in the communities
Aspectos históricos e diferentes representações dos números racionais em livros didáticos do ensino fundamental.
(Universidade do Estado do Amazonas, 2022-05-18) Santos, Jade de Jesus Mendes dos; Costa, Lucélida de Fátima Maia da; Costa, Lucélida de Fátima Maia da; Ferreira, João Raimundo Silva; Teixeira, Chayse Pinheiro
In this article we present the results of a qualitative research, of a bibliographic nature. The information obtained occurred through the analysis of the mathematics textbooks of the collection - Apoema - by author Adilson Longen, from the final years of elementary school (6th, 7th, 8th and 9th year) used in the last triennium (2019-2021) ), focusing the analysis on the units of each book in which the sets of rational numbers were presented. The general objective was to analyze the historical aspects and the different representations of rational numbers present in textbooks. The results obtained indicate that textbooks still present the historical aspects of rational numbers in a very simplistic way and do not make relationships between the different representations of this type of number. Because, they only present the rational numbers, such as the decimal numbers and the percentage, which are displayed in different units from the rational numbers without having any information that these are also part of the set of rational numbers.
Atividades diversificadas no ensino da matemática para turmas do 6 ano do ensino fundamental
(Universidade do Estado do Amazonas, 2021-07-26) Ribeiro, Hugo Santos; Fonseca, Maildson Araújo; Costa, Lucélida de Fátima Maia da; Costa, Jorge Luís Soares
This work is the result of a research carried out in a state school in the interior of Manaus and its general objective is to propose diversified activities in the teaching of mathematics for classes in the 6ht year of elementary school. The research was carried out in Amazonas, municipality of Parintins and presented a qualitative, descriptive approach with exploratory aspects. The research subjects were a teacher from the 6ht year of elementary school and fifteen students from the same grade, selected by the same. For the collection of information, a structured interview, audio recording and questionnaire were used. Subsequently for data analysis, triangulation was used, comparing the collected information. Given the facts, the results of this research allow the diversified activities to anable a new scenario in the school environment for the teaching of mathematical content by the teacher in the classroom, making students in the disciplines more participative in them.
Aulas remotas emergenciais: um retrato das dificuldades de estudantes e professores de matemática
(Universidade do Estado do Amazonas, 2022-05-24) Araújo, Ana Angélica Pantoja; Araújo, Clodoaldo Pires; Araújo , Clodoaldo Pires; Costa, Lucélida de Fátima Maia da; Souza, Eliseu da Silva
This article presents a descriptive qualitative research. The objective of the research is to identify the causes and consequences of the difficulties faced by teachers and students of the 9th year of Elementary School, in the teaching and learning of mathematics during emergency remote classes in 2020 and 2021, a period of intensification of the covid-19 pandemic. 19. The methodological procedures were through structured and semi-structured interviews with 2 teachers and 7 students from two State Schools in Parintins/Am, data analysis followed the inductive method. The main difficulties of teachers and students were the lack of preparation in handling digital platforms, internet and cell phone access. The teaching resources were the WhatsApp application, video lessons, textbooks and handouts. The research gains relevance due to the possibility that its results point out flaws and indicate possibilities for improving mathematics teaching mediated by technological platforms in situations that require social distancing.
Brincadeiras das infâncias como espaço de mobilização de ideias matemáticas nos anos iniciais da escolarização
(Universidade do Estado do Amazonas, 2023-08-01) Pereira, Elen Ariane Freitas; Costa, Lucélida de Fátima Maia da; Souza, José Camilo Ramos de; Figueiredo, Ângela Maria Rodrigues de; Almeida, Whasgthon Aguiar de
The games performed by children provide numerous opportunities for learning and development, and also, the construction of mathematical knowledge. In this way, we established as a general objective to understand how the games performed in childhood can constitute spaces of mobilization of mathematical ideas in the initial years of schooling. We define as specific objectives: to know what theorists indicate about the games commonly developed in the initial years of schooling; verify the games that children develop at the time of physical education activities and recreational moments; identify the mathematical ideas mobilized in the context of the development of childhood play; and, to analyze the possible relationships between mathematical ideas mobilized in the context of games developed in childhood and mathematical contents taught in the early years of schooling. In this research, with a qualitative approach, we conducted a bibliographic survey of theses and dissertations defended in the Graduate Program in Science Teaching in the Amazon (PPGEEC/UEA), in the Graduate Program in Education of the Federal University of Amazonas (PPGE/UFAM) and in the Bank of Theses and Dissertations of the Coordination of Personal Improvement (CAPES). The theoretical framework was also constructed from authors who discuss mathematics, such as D'Ambrosio (2011, 2018); and on the games, such as Leontiev (1978, 2010), Vygotsky (1989, 1991), Brougère (1998, 2010), Kishimoto (2010, 2017) and Benjamin (2009). Subsequently, we made direct observations in the Physical Education classes of the 5th grade classes of the initial years of schooling, at the time of recess and in the recreational activities carried out by the school. Following the observation script elaborated, we verified the games developed by the children and identified the mathematical ideas mobilized. In this process, we recorded the games through photographs, and described them in the field notebook. To relate the games observed to the possible mathematical contents taught in the initial years of schooling, we performed a documentary analysis, by reading the official documents. As for data analysis, we used methodological triangulation, establishing relationships between the constructed data. The results obtained indicate that the games developed by children are diverse learning spaces, including mathematical learning, which can give meaning and meaning to the mathematical content taught in the school context. Keywords: Mathematics Education; Mathematical Ideas; Infancy; Playfulness.
As bulas de medicamentos como contexto para o ensino de regras de três simples
(Universidade do Estado do Amazonas, 2019-11-27) Silva, Gerrivaldo Torres da; Fonseca, Maildson Araújo; Costa, Lucélida de Fátima Maia da; Souza, Joerlen Alves de
This paper presents the results of a research that aims to show the use of drug labels as context for teaching the simple three rule, configuring in a qualitative research because it corresponds to the epistemological commitment and the critical conception of educational research. It was developed in an elementary school in Parintins - Amazonas, with the participation of twenty 8th grade students who worked directly in the following activities: workshop, questionnaire, observation and demonstration of problems related to the dosage of medicines. The data obtained in this research showed that the lack of interest of students of basic education in reading and interpretation of mathematical problems in our daily lives, has contributed to the low achievement and consequently lack of interest in mathematics.
O cocar como contexto no processo de ensino aprendizagem geométrico no ensino fundamental
(Universidade do Estado do Amazonas, 2019-11-28) Cruz, Julianne de Oliveira; Araújo, Clodoaldo Pires; Costa, Lucélida de Fátima Maia da; Eleutério, Célia Maria Serrão
In order to understand the mathematical notions mobilized in the making of headdress, analyzing how the construction of the headdress of the Parintins Folk Festival can become a context in the teaching process geometric learning in Elementary School, we conducted a qualitative research, with the collaboration of three subjects. For the construction of data, we use systematic observation; semi-structured interviews; audio record and photographic record. For data analysis we used the triangulation method. The results indicate that to teach meaningful and meaningful mathematics one must look at one's own reality and perceive in social activities the mobilization of mathematical notions that can help the teacher who teaches mathematics, as in the case of making headdress, in teaching learning. geometric education in elementary school.
A comercialização de farinha de mandioca: possibilidades de contextualização da matemática ensinada no 6º ano
(Universidade do Estado do Amazonas, 2024-07-26) Santos, Fredson Costa dos; Costa, Lucélida de Fátima Maia da; Rocha, Kenny de Souza; Fonseca, Júlio Cézar Marinho da
It presents results of a qualitative research carried out with producers and sellers of cassava flour in the municipalities of Parintins and Nhamundá. The objective of the research is to understand how the commercialization of cassava flour can constitute a possibility of contextualization for the teaching of mathematics in the 6th year of Elementary School. The data is constructed through systematic observation, structured interviews and document analysis, which are analyzed through triangulation. The results obtained indicate possibilities for using the commercialization of cassava flour as a context for teaching mathematical content, as this process mobilizes a variety of mathematical ideas such as measurement, comparison, quantification, evaluation and mental calculations, which enable the establishment of relationships with mathematics curriculum content and allows students to understand mathematics in real situations, known and experienced by many students from the interior of the state of Amazonas.
Concepções dos professores de matemática quanto ao uso do aplicativo de celular Geometry no ensino de geometria
(Universidade do Estado do Amazonas, 2019-11-28) Batista, Erick Mendonça; Costa, Lucélida de Fátima Maia da; Batista Filho, Agdo Régis; Nascimento, Márcia Sarraff
This paper presents a qualitative descriptive research where we describe the conceptions of mathematics teachers regarding the pedagogical and mathematical use of the Geometry mobile application in the teaching of geometry. The research has the collaboration of 4 (four) mathematics teachers, 2 (two) from the urban area and 2 (two) from the rural area, who were observed and subjected to an interview where after analysis made through the triangulation of results and basis. In authors discussing this theme, we describe that the subjects defend the use of technologies and understand that the Geometry application becomes a great helper in the teaching and learning process of mathematics, emphasizing that it tends to make classes more enjoyable, and more as well as enriching their work and providing quality education.
O conhecimento de matemática financeira que os alunos trazem consigo para o ensino médio
(Universidade do Estado do Amazonas, 2022-05-24) Almeida, Enoque Viana; Fonseca, Ricardo Santos; Costa, Lucélida de Fátima Maia da; Fonseca, Ricardo Santos; Alves, Thallytah Leite; Gomes, Edilson Barroso
This course conclusion work aims to propose an analysis of the learning that students in the 1st year of high school have about Financial Mathematics. First, a survey was carried out to find out how this content is expressed in the National Common Curricular Base (BNCC), mainly, to content related to the final years of Elementary School. Then there was an investigation with the textbooks of the mentioned series, where a restricted approach on the subject was found. And, to achieve the main objective proposed in this work, an evaluation questionnaire will be carried out containing 06 questions about Financial Mathematics. The research will be carried out with a group of 20 students from the 1st year of high school at Escola Estadual Dom Gino Malvestio, in Parintins.
Construção conceitual de números racionais na perspectiva de Vergnaud: um estudo no 6º ano do ensino fundamental
(Universidade do Estado do Amazonas, 2024-07-25) Glória, Henrique de Souza; Costa, Lucélida de Fátima Maia da; Fonseca, Maildson Araújo; Nascimento Filho, Virgílio Bandeira do
This article presents results of qualitative research (Creswell, 2010) developed with the aim of understanding how the construction of the concept of rational numbers occurs from the perspective of Conceptual Field Theory with students in the 6th year of Elementary School. Participant observation, semi-structured interviews and document analysis were used as research techniques (Marconi; Lakatos, 2021). In data analysis, the principles of triangulation were followed (Stake, 2011). The theoretical basis is based on the ideas of Vergnaud (1986; 2014). The results indicate that, from the perspective of Conceptual Field Theory, the construction of concepts occurs through conceptual fields and the situations proposed by the teacher in the classroom play a fundamental role in this process. These situations must be diversified to open space for conceptualization that interrelates the different ways of representing a rational number, which requires understanding the nature of this type of number and not just the appropriation of the definition
A construção de alegorias do festival de boi-bumbá - um possível contexto para o ensino de conteúdos matemáticos
(Universidade do Estado do Amazonas, 2022-05-25) Carvalho, Yan Carlos Batista de; Costa, Lucélida de Fátima Maia da; Costa, Lucélida de Fátima Maia da; Pinheiro, Di Diane Matos; Alcântara Filho, Ma. José de
This article presents the results of a research developed under a course completion work (TCC) of the degree in mathematics, the higher study center of parintins (CESP). This isa qualitative research conducted with two leading artists and a welder. The overall objective of the research is to understand how the construction of allegories festival bois-bumba can become a context for teaching mathematical content in basic education. For the construction of the data, we used direct observation, semi-structured interviews, photographic records and document analysis. The results indicate that mathematical ideas are mobilized in the construction of allegories making them possible contexts for the teaching of mathematics in basic education.
A construção de canoas como contexto para aprendizagem significativa
(Universidade do Estado do Amazonas, 2019-11-27) Cruz, Francisco Lucas Pinto; Costa, Lucélida de Fátima Maia da; Silva, Paulo Sérgio Ribeiro da; Silva, Charles Eduardo Tavares da
This work is the result of research carried out in the interior of Barreirinha, which identified a sociocultural practice very common in our Amazon region, which is the construction of canoes. The research was carried out in the community of Caraná, in the municipality of Barreirinha. The research subjects were two canoe builders. For information search, unstructured and semi-structured interviews, participant observation and photographic record were used. Then for data analysis we use triangulation to confront the acquired information. The results of the research allowed us to observe that the mathematical ideas mobilized during the construction of canoes are very close to the mathematics taught at school, which allowed us to make contexts for meaningful learning for students of Basic Education.
Contextualização e Aprendizagem Significativa: estratégias para o ensino da função afim na Educação Básica
(Universidade do Estado do Amazonas, 2021-07-26) Santos, Mivandel Souza; Costa, Lucélida de Fátima Maia da; Barros, Claudio Vitor; Pereira, Paulo José dos Santos
This article discusses the results of a research developed with the general objective of analyzing the contextualization, in everyday situations, can make the teaching-learning process of the related function in the classroom meaningful. The nature of the research is qualitative, with structured interview and bibliographic survey as collection techniques. The research subjects are three teachers who work with the 1st year of high school in state schools in the city of Parintins-AM. The research result shows students' difficulties in learning a related function in a traditional way, such as not knowing how to identify the elements that make up a function, and the contextualization supports the teaching of the function. We conclude that contextualization is a strategy that contributes to the learning of the related function, a content that is so important to the student's life.
Crenças sobre o ensino de matemática: um estudo com professores do Ensino Fundamental
(Universidade do Estado do Amazonas, 2022-05-18) Santos, Tatiana de Castro dos; Costa, Lucélida de Fátima Maia da; Costa, Lucélida de Fátima Maia da; Araújo, Ruth Cristina Soares Gomes de; Figueiredo, Ângela Maria Rodrigues de
This article presents the results of a qualitative research developed in the city of Parintins-AM with the general objective of understanding what the beliefs about mathematics teaching revealed by elementary school teachers and their possible influences on the teaching process in the school context reveal to us. The technique used in the construction of data was the questionnaire with open questions applied to twelve elementary school teachers I and II who teach mathematics in public schools in Parintins. The results indicate that the prevailing beliefs in the school environment are multiple and both influence and are influenced by the strategies that teachers adopt to teach and evaluate the mathematics taught.
Cube merge - uma proposta de sequência didática utilizando realidade aumentada como instrumento para ensinar geometria espacial no ensino médio
(Universidade do Estado do Amazonas, 2021-07-26) Silva, Kelven Leite da; Rendeiro, Manoel Fernandes Braz; Costa, Lucélida de Fátima Maia da; Castro, Hudson da Silva
In this work we highlight the importance of using Digital Technologies (DT) and new methodologies at school, as pedagogical possibilities that can help in the teaching of various subject contents, including mathematics. Thus, our study sought to develop a proposal for Didactic Sequence (SD) using the Augmented Reality (AR) resource, through the Cube Merge (holographic object), as an instrument to teach Spatial Geometry to 2nd year high school classes. This research was characterized as being of the bibliographic type, with a qualitative nature and exploratory-descriptive classification. After analyzing the results obtained from the bibliographical discussion and the pedagogical potential of the software used, we concluded the research by presenting a SD proposal using the AR resource, where the concepts and definitions of Spatial Geometry are presented in a different way, enabling a process of more meaningful learning for students.
Cubismo em pinturas parintinense: possibilidades para o ensino de geometria na educação básica
(Universidade do Estado do Amazonas, 2019-11-27) Rodrigues, Leandro Godinho; Silva, Paulo Sérgio Ribeiro da; Costa, Lucélida de Fátima Maia da; Nascimento, Márcia Sarraff
This paper aims to present the results of a research that aims to analyze how cubism, in Parintinense paintings, can become a pedagogical possibility for the teaching of geometry in Basic Education. The research subject is a painter who has 35 years of profession. The research is qualitative. For data collection, direct observation / analysis, semi-structured interviews and audio recording were used. Data analysis was performed by the triangulation method. The results allow us to state that in the practice of painter Augusto Simões, there is a variability of mathematical notions expressed from the choice of canvas until the moment he finishes his paintings presenting a fragmentation of reality through geometric features. Such notions can be used by the teacher as a pedagogical possibility for the teaching of geometry in basic education.
O déficit de natureza nas crianças pequenas: a influência dos ambientes de aprendizagem
(Universidade do Estado do Amazonas, 2022-05-23) Santos, Sammya Danielle Florencio dos; Souza, José Camilo Ramos de; Costa, Lucélida de Fátima Maia da; Forbes, Mírcia Ribeiro
The children in the great cities are growing up and developing themselves far way of nature and natural elements, according to Louv (2016) conceptualizes like nature déficits. Based on this assumption, our general aim of this research: understanding the learning environments utilization to bring young children closer the nature and decrease the nature déficits at pre - school. This research presents a more qualitative and descriptive approach, it is based on phenomenology of perception of Merleau-Ponty (2018). We also have as an epistemological basis of studying of philosopher Spinoza (2009) that explains the relationship and nature expression and connexion. The theorical foundation was built by Barros (2018), Freire (2013), Louv (2016), Profice (2016), Capra (2006), Tiriba (2018) and Santos (2018), Marques and Marandino (2019), Jacobucci (2008) and Rocha and Fachín-Terán (2010). The colecting data instruments’ were the studying about children and nature, and the target documents of children education, like the Diretrizes Curriculares Nacionais (2010), Base Nacional Comum Curricular(2018), Referencial Curricular Amazonense (2019) and Curriculo Escolar Municipal de Manaus (2021). The research exposes the relationship between the children and natural elements at Education Spaces, and how the term “ nature” is presented in documents of children education. The result of studying indicated that the child learns in the relationship with the world and the teacher has the important role of mediating this learning. Also it demonstrated that it is necessary to pay attention how the nature has been presented and lived by the children in pre-school, from the documents for this stage of education. In addition, a proposal for didactic sequences was generated, to be experienced by children, in formal and non-formal learning spaces, in Manaus city, to keep them closer of natural world. Key-words: Nature. Young children. Education Spaces. Pre-School.
O desafio de implementar a BNCC no ensino fundamental de matemática na zona rural de Parintins
(Universidade do Estado do Amazonas, 2021-07-26) Nunes, Antonilson de Souza; Beltrão, Isabel do Socorro Lobato; Dantas, Derlei Maria Correa de Macedo; Costa, Lucélida de Fátima Maia da
The work presents results of a research conducted with mathematics teachers of Elementary School II in a school in rural Parintins-AM. The objective was to investigate difficulties faced by teachers in the implementation of the National Common Curriculum Base - BNCC in mathematics teaching. The research is of a qualitative exploratory nature, and semi-structured questionnaires were used as a research instrument. The results indicate that teachers face several difficulties in implementing the BNCC in mathematics teaching in rural areas, either because of the limitations imposed on them due to the location of the school, due to lack of teaching resources, that is, lack of access to information and continuing education.