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Ian e os peixes da Amazônia
(Universidade do Estado do Amazonas, 2015-10-15) Vieira, Alex Paulo Santos; Oliveira, Carla Vitória Maquiné; Pereira, Elizama de Oliveira; Carvalho, Francinete Bandeira; Torres, Giorgio Monteiro; Abreu, Israel Marinho de; Silva Neto, José Moreira da; Magalhães, Luana Silva; Martins, Máyra do Socorro Alves; Silva, Megara Barbosa da; Sousa, Micael da Silva; Santos, Michelly Bentes dos; Barbosa, Naftali Chagas; Costa, Nayara Ferreira; Braga, Rodrigo Corrêa; Cleusa Suzana Oliveira de Araújo; Marcos Roberto dos Santos
This comic deals with the theme of regional fish consumed by the Amazonian community, in the line of health promotion, as the objective of reaching deaf students and listeners of Elementary School II, for this the Brazilian Sign Language-LIBRAS, the language of the community was introduced. Brazil, officially recognized since 2002 through Law 10.436 as a linguistic system of visual-spatial modality.
Uma análise discursiva das paráfrases nos tccs de acadêmicos do curso de letras na perspectiva da linguística sistêmico-funcional
(Universidade do Estado do Amazonas, 2015-12-28) Silva, Karina Santos da; Moncayo, Vanúbia Araújo Laulate
The use of gimmicks to compose the understanding of a content or just a passage of it is considered commonplace in academia. Paraphrases are the main instruments of this of this activity, translating the thoughts and ideas of scholars into a given textual textual production. The aim of this paper is to analyse the processes applied in paraphrases, in order to verify the semantic load carried by these processes, in the paraphrases, if it is similar to those of the source texts. To this end, the assumptions of Systemic Functional Linguistics the part that encompasses transitivity, will serve as a methodological tool for the analysis of the paraphrases. analysis of the paraphrases. Keywords: LSF, Paraphrasing, TCCs.
A divulgação científica na linguagem infantil através de desenhos animados da TV
(Universidade do Estado do Amazonas, 2016-02-23) Xavier, Jhonatan Luan de Almeida; Gonçalves, Carolina Brandão; Noronha, Evelyn Lauria; Aguiar, José Vicente de Souza
The theme of this end-of-course work is Science communication in children's language through TV cartoons. Its aim is to analyze how cartoons contribute to science communication in the early years of elementary school. The research was carried out using a qualitative approach through exploratory research, as well as participant observation. Data was collected through semi-structured interviews and the development of science communication activities with 1st grade classes in a public school in Manaus. The relevant results were that science communication in the school context plays an important role in democratizing science teaching, and that the media contribute to the expansion of science in society. Keywords: Science communication; school; education.
O ensino através do método montessori
(Universidade do Estado do Amazonas, 2016-06-16) Souza, Maria Isabel Lima de; Ramos, Jucelem Guimarães Belchior; Machado, Andrezza Belota Lopes; Oliveira, Meire Terezinha Silva Botelho de
The aim of this article is to analyze the Montessori method and how it should be used in early childhood education. Montessori's proposal emerged at the beginning of the 20th century, and was characterized by a period in which the school used traditional methods, and faced with this reality several reformist educators were not satisfied. The interest in this topic arose from the process of education currently being developed in nursery schools in the city of Manaus, as the perception of the Montessori Method showed the advancement of the educational proposal that aims at self-education and discipline, and as practices of principles and knowledge arising from the advancement of science and technology that support education. Keywords: Montessori Method, Traditional Method, Self-education, Discipline.
A importância da didática nos instrumentos de avaliação no processo educativo das séries iniciais do ensino fundamental
(Universidade do Estado do Amazonas, 2016-06-21) Oliveira, Jocilene Castro de; Oliveira, Meire Terezinha Silva Botelho de; Araújo, Cristina Carvalho de; Montenegro, Márcia Maria Nunes
Abstract: This study has the objective of highlighting the importance of didactics at the evaluation instruments in the educative process at the early years of elementary school. The motivation from this research came from an experience working at the PIBID (Institutional Program of Teaching Initiation Scholarships) project in a Public School in the city of Manaus, where a high number of illiterate students was observed and the process of learning evaluation was made with the use of primarily written tests and exams, excluding those students from the process and increasing the age-grade distortion, Therefore, as specific objects, it is intended to analyze the didactic work and the evaluation instruments used; identify the instruments of evaluation that the teacher uses, in order to understand what is the contribution of didactics to the evaluation process, and identify what is favorable for both parties. With these objectives, the methodology was guided by a qualitative and exploratory research. The method of ethnography was used, as well as the techniques of direct observation and semistructured interviews with the teachers of the school where this investigation was performed. The relevance of this research consists in demonstrating the importance of continued education in the field of didactics, because didactics is essential in the educative process and its use is reflected in the teaching practice, in the methods and techniques of teaching, and consequently, in the several instruments of evaluation that exist, in a way that all of them can be analyzed with the goal of learning and not only grading for approval. In essence, this work highlights how important it is for the teacher to have the clarity that if he plans his lessons, seek the necessary resources to make the act of teaching more dynamic, if he motivates his students with the desire to learn, then the learning and teaching will be significant, and better results will be obtained not only with evaluations, but most of all with knowledge acquirement. Key-words: Didactics, Evaluation instruments, Continued education, Teaching and learning.
A contação de histórias no segundo período na educação infantil pré-escolar
(Universidade do Estado do Amazonas, 2016-06-22) Carvalho, Márcia Regina Hoshihara; Nascimento, Maria Evany do; Martins, Joyce Camila; Evangelista, Camilla dos Santos
The aim of this paper is to present the results of an immanent field study to storytelling held in a Municipal Elementary School located in South-Central Zone of Manaus in order to investigate the importance of storytelling in early childhood education pre- school. Allowed reflect how the storytelling can contribute to the formation of readers, with classes in the second period of pre-school. Furthermore, he pointed to the possible difficulties encountered by teachers in the realization of storytelling. As for the theoretical framework were consulted: Abramovick, Coelho, Lajolo, Zilberman and others. As for the methodology, the research can be classified as bibliographic and field descriptive qualitative approach. As for the data analysis method was chosen for content analysis. It also sought through the questionnaire proposed teachers identify the conceptions and difficulties of teaching about the storytelling in the reference room. From the analyzes it was noticed that the storytelling is relevant to the interaction of the child with the world of reading and children's literature, therefore, must be present in the reference room. Keywords: Education. History. Literature.
A literatura infantil como incentivo à leitura
(Universidade do Estado do Amazonas, 2016-06-22) Silva, Caroline Ramos da; Nascimento, Maria Evany do; Mustafá, Amanda Ramos; Moreira, Francisco Renê
This work will bring the Children's Literature as an incentive to reading. In order to identify whether it is present in the daily lives of students in a pleasant way without educational profile and to analyze their relationship with the child and the teacher. For this we sought to understand the Children's Literature starting from a brief history since its inception to the present day and understand it as a reading incentive tool in the classroom. Running along by authors such as Abramovisch, Bissoli and Chagas, Frantz, Freire and others. But also know the practice of teaching before the Children's Literature from the observation and description of the practice of the teacher of the School Professor Elizabeth Beltrao. Where was sought by conducting an interview know how the teacher and the librarian they see the Children's Literature as an incentive to students' reading. And as a result points that so that students will read for pleasure it is necessary that the educator enjoy reading and that children's literature is present from the beginning of life of children. KEYWORD: Student Incentive to the Children's Literature, Reading, Professor.
A formação de professores: implicações na alfabetização científica no contexto das series iniciais do ensino fundamental
(Universidade do Estado do Amazonas, 2016-06-23) Rodrigues, Patrícia Furtado; Costa, Lucinete Gadelha da; Montenegro, Márcia Maria Nunes; Costa, Mauro Gomes da
This work has the theme "The training of teachers: implications for scientific literacy in the context of the initial series of basic education. Therefore, it sought to analyze the implications of teacher training in the scientific literacy in the context of the early grades of elementary school. The specific objectives are broken down into three: Identify the concept of continuing education from the professionals vision; Check if the teacher relates the continuing education of pedagogical practice; To investigate whether continuing education contributes to scientific literacy. Authors such as Chassot (2011), Freire (1997), Libâneo (2008), Pepper (2011), among others, articulate a dialogue to the fabric of this work. The methodological path marked out for the implementation of the work was based on field research with qualitative approach. We make use of participant observation and unstructured interview. The results point to the importance of continuing education in scientific literacy, the need for the involvement of the manager, the pedagogue with the teachers so that all contribute to the teaching of students considering their experiences, to see themselves in the world. Keywords: Continuing Education; Literacy Scientific ; Teaching Practice .
A abordagem da educação ambiental como tema transversal no 2º ano do ensino fundamental em uma escola da zona norte de Manaus - Amazonas
(Universidade do Estado do Amazonas, 2016-06-24) Moreno, Henrique Afonso Gomes; Batista, Ieda Hortêncio; Liberato, Maria Astrid Rocha; Ferreira, Francisca da Silva
This study aimed to examine the integration of the thematic environment as a crosscutting theme in the 2nd year of elementary school at a school north of Manaus, Amazonas, presenting and developing a proposed lesson plan involving this theme. The research was motivated by the fact that during the supervised training of the Faculty of Education, we observed the lack of educators practices that addressed environmental issues in order to inform and sensitize mainly students and teachers from the school in question. This research was based on the dialectical method with a qualitative approach and the literature as the foundation for all development work. Interviews were conducted with two teachers of the series study to investigate what their concepts and practices in Environmental Education. Based on the consulted references and interview data a lesson plan has been prepared from a selected subject in agreement with the teachers. The lesson plan on the theme "living beings and the environment" was developed with a group of 2nd base year. During class impressions were recorded and perceptions of students on the topic. It was found that the inclusion of environmental education is still done in a piecemeal fashion and without continuity. However, children are able to understand and interact in discussions about environmental problems. It is considered that it is necessary that the educator understands the importance of environmental education and learn to develop practices that are able to promote changes in attitudes, habits and attitudes in their students. Keywords: environmental education; Approach in the school context; Educational Practices.
Educação inclusiva para crianças com transtorno do espectro autista: contribuições da mediação pedagógica
(Universidade do Estado do Amazonas, 2016-06-24) Rodrigues, Renan dos Santos; Machado , Andrezza Belota Lopes; Saraiva, Emerson Sandro Silva; Brito, Jane Lindoso
The right to inclusive education, based on official documents, provides all children with global developmental disorder and typical behaviours, the right to education for all, regardless of their personal, physical or mental dispositions. for all, regardless of their personal, physical or mental dispositions, with the help of a professional support, if necessary. This work seeks to understand and reflect the practice and contributions of pedagogical mediation in the teaching-learning process of the student with ASD, as well as, if this inclusion is a reality as well as, if this inclusion is reality within schools, attending in an accessible way to the autistic child, with regard to school support and the training of the teaching staff to receive these students. A theoretical foundation is based on authors such as: Cunha (2015), Schwartzman (2003), Mercadante (2009), Rodrigues and Spencer (2015). The research is characterised as a field research, with a qualitative qualitative approach, and had as subjects of the study: 2 pedagogical advisors of SEMED, 1 regular class teacher and regular class teacher and 1 auxiliary teacher, who develops the function of pedagogical mediator. Their participation was decisive to understand the possibilities and difficulties in this teaching process. teaching process. After a bibliographical survey, it became evident that there are many policies that that defend this right, but in practice there are significant problems and difficulties for inclusion to happen. happen. The teacher and mediator feel insecure when assuming the responsibility of working for this cause. for this cause. It is concluded that this process of inclusion with the support of pedagogical mediation, should go through reformulations of the teaching staff and school structure in general and materialise in actions, because it is far from the reality sought by its applicants and by what advocates the national policy. Key words: Inclusive education. Pedagogical mediation. Autism spectrum disorder.
A programação neurolinguística aplicada como recurso metodológico ao ensino da ortografia em uma turma do 4º ano do ensino fundamental
(Universidade do Estado do Amazonas, 2016-06-24) Silva, Marilza Carriel Amaro da; Martins, Silvana Andrade; Martins, Valteir; Brito, Jane Lindoso
This monograph aims to verify the effectiveness of Neurolinguistic Programming applied to the teaching of spelling. It was elaborated from a research carried out in the context of the project applied to the teaching of spelling. within the scope of the PIBID Teaching Initiation Program, in a school of the municipal public education network located in the city of Manaus, which aims to contribute to a better learning of students in the process of acquiring spelling. The theoretical foundation is established in the principles of NLP which is a theory in which its assumptions guide the development of teaching and learning skills and abilities; the relationship between speech and writing and learning spelling. The field of study consisted of 19 students from the 4th afternoon year of elementary school. The research approach is qualitative and action research was used as a method of approach, which includes participant observation and intervention plan. As a technique for data collection, diagnostic test and knowledge verification test were applied. This study consisted of three chapters: approach to the theoretical aspects fundamental to the study, methodology used to construct the research and, finally, the analysis and discussion of the data are presented. The results of this study show that NLP can bring good contributions to education, as it provides a foundation for much of what is already done in the area of pedagogy and also reaffirms and suggests strategies for more effective learning. Keywords: Spelling. NLP. Learning
O movimento e suas práticas metodológicas na educação infantil
(Universidade do Estado do Amazonas, 2016-07-12) Hipólito, Jaqueline de Oliveira; Oliveira, Valdemir de; Almeida, Rosa Maria; Nascimento, Maria Evany do; Lima, Osmarina Guimarães de
This paper presents a reflection about the movement and its methodological practices in early childhood education. Recognizes as the movement and its methodological practices are developed by teachers of early childhood education.Thus, establishing a correlation between the development: intellectual, emotional and motor. It describes how the body through movement, is treated in the educational action of the teacher in this school stage, which is the study of psychomotricity base. Compare also the various conceptions of the meaning and functions assigned to the body movement with the intellect, by the teachers, establish a link with the recommendations in the law to be applied in early childhood education. To achieve this goal, we adopted the research descriptive qualitative character. As a strategy, we adopted systematic observation and semistructured interviews as data collection instruments. This strategy allowed us to describe the actions practiced by teachers in early childhood education in the context of psychomotricity, before the movement and its practices. It was identified also important elements adopted by these education professionals, seeking the overall development of students. It was reflected in the end, about the importance of movement and methodological practices in early childhood education. Keywords: Early Childhood Education; Movement; Psychomotricity.
Ensino da matemática na educação infantil por meio de jogos e brincadeiras
(Universidade do Estado do Amazonas, 2016-07-18) Jordão, Marta Márcia da Costa Calmis; Scott, Alejandro Baldomero Duffus; Saraiva, Emerson Sandro Silva; Afonso, Angela Maria; Lima, Osmarina Guimarães de
The present work entitled "Teaching mathematics in early childhood education through games and games" seeks to analyze the importance of the insertion of games and games as a practical model of experience and awareness, aiming at a better development of the child in the context of a school of Municipal Educational Center of Early Childhood Education (CMEI) of the public education network, located in the east zone of the city of Manaus. In the researched school it was observed the lack of work with games and games involving mathematics by the teaching part of the 2nd period and, when worked only as a form of entertainment, without raising questions between children and teacher about these activities. From this, we sought to outline some objectives that served as initial means to know how this teaching-learning relationship was being developed: Conduct a bibliographic research on the theme of mathematics teaching in early childhood education involving games and play; Address the main theories regarding the role of games in the stages of early childhood education, such as Forebel, Friedmann, Huizingmann, Kishimoto, Vigotski, Gilles Brougère, Kamii, Wallon, Piaget and others. games in the stages of early childhood education such as Forebel, Friedmann, Huizinga, Kishimoto, Vigotski, Gilles Brougère, Kamii, Wallon, Piaget and others; Suggest activities in the teaching of mathematics involving games and play based on specific theories on the topic addressed and know the vision of educators about the teaching of mathematics through games and games. In this process questionnaires were applied to teachers, as well as proceeded through the observations provided by the Supervised Internship I. In view of the information collected in the questionnaires it was observed that the school recognizes that the work with mathematics aimed at young children is very important mainly for their development. Keywords: Teaching mathematics, games, games.
O livro de literatura infantil: por uma leitura da palavra e da imagem
(Universidade do Estado do Amazonas, 2016-07-21) Camilo, Michelly de Araújo; Andreatta, Elaine Pereira; Souza, Ádria Simone Duarte de; Souza, Fátima Maria da Rocha
This work seeks to analyze the relationships that are established between text and illustration in children's literature, as well as the importance of the image to the text in the children's universe, ascertaining how the illustrations collaborate to the understanding of the verbal text. To this end, we conducted a theoretical survey on the subject and an analysis of the images present in the books A Casa Sonolenta (2009), by Audrey Wood, illustrated by Don Wood; Pinote, o Fracote, Janjão, o Fortão (1989), by Fernanda Lopes de Almeida, illustrated by Alcy Linares; and Lino (2010), written and illustrated by André Neves. For analysis, we are concerned with discussing how the relationship between images and text can be attractive for the formation of new readers through their multimodal resources. It is important to remember that to become a good reader, the child needs to engage and interact with the literary work, seeking meaning in what he is reading and understanding the text and how it relates to the world around him, building meanings for what was read. In the process of reader training, reading verbal and non-verbal are fundamental, in addition to the need for readers to develop multiple literacy skills. For this it is of paramount importance that the book has essential elements that please the eye and a text that enchants and stimulates the imagination of those who read it. Keywords: Illustrations; Text; Children's book; Reading.
A interdisciplinaridade do ensino de ciências naturais no ensino fundamental I
(Universidade do Estado do Amazonas, 2016-07-25) Freitas, Jaqueline Daiana dos Santos; Araujo, Cleusa Suzana Oliveira de; Oliveira, Meire Terezinha Silva Botelho de; Montenegro, Márcia Maria Nunes
This monographic work sought to investigate how interdisciplinary interdisciplinarity in the teaching of natural sciences in elementary school, using as a theoretical reference theoretical framework on Science Teaching and Interdisciplinarity. A methodology used was a qualitative approach using the following data collection instruments instruments: direct and participatory observation recorded in a field notebook, semi-structured interviews with two interview with two teachers and the realization of an interdisciplinary action plan. A was carried out in a state school located in the central-western area of the city of Manaus. city of Manaus. The aim was to identify the means that can be used for interdisciplinary interdisciplinary classes in Natural Sciences Teaching, to verify the teachers' position on the teaching science through interdisciplinary classes and to present some of the benefits of interdisciplinary interdisciplinary classes in science teaching. The teachers' statements showed that there is knowledge of what interdisciplinary lessons are and their advantages. difficulties in applying lessons in these terms. The observation showed that interdisciplinary approach. By practicing an interdisciplinary lesson with the theme of traffic, it was possible to articulate various subjects, value the students' students' opinions and knowledge and to carry out creative activities using low-cost resources available at the school resources available at the school. Finally, we would like to highlight the results of this analysis, which showed that interdisciplinary action requires the teacher to be willing to to use diversified and accessible materials, being aware of their practice, recognizing the benefits that practice, recognizing the benefits that interdisciplinarity can bring to the teaching and learning process. process. Keywords: Education, Interdisciplinarity and Science Teaching.
Análise sobre as questões de gênero entre meninas e meninos no ensino fundamental I
(Universidade do Estado do Amazonas, 2016-07-29) Silva, Ágatha Fernanda Assis da; Rodrigues, Priscila Freire; Wanzeler, Eglê Betânia Portela; Simões, Ceane Andrade
This monographic study seeks to understand and analyze the gender relations relations in the classroom, through the relationship between the children and the teacher's conception of the subject. The techniques used this study were participant observation, interviews and a field diary. field diary. The theoretical framework is based on the concept of gender from post-structural from post-structuralist researchers, which guides us in understanding that that we are not naturally, but socially constructed in terms of what the culture in which we are culture in which we are inserted defines what is typical and expected of the male and female. The results show that conservative values in gender relations at school, as well as the need for this issue to be the need for this issue to be discussed more and more in education. Keywords: Education; Gender relations; Culture.
Iniciação à docência: a experiência do PIBID-UEA na articulação teoria-prática no ensino básico
(Letraria, 2017) Narzetti, Claudiana (org.); Neves, Aline C. O. das (org.)
This book, composed of 42 chapters, is one more of the fruits of the Institutional Scholarship Initiation Program to Teaching, developed at the State University of Amazonas (PIBID-UEA). The PIBID-UEA Institutional Project adds a set of objectives and actions, aiming at the initial formation of UEA degree courses, training continuing education of primary school teachers and improvements in basic education, through the integration between universities, the schools and the community of Amazonas. This book is one of the actions of PIBID-UEA. Certainly, it will give the reader a of the project developed in the state of Amazonas, covering both the capital, Manaus, and cities of the interior of the state.
Possibilidades no ensino de geometria por meio das dobraduras nos primeiros anos do ensino médio
(Universidade do Estado do Amazonas, 2017-01-18) Fonseca, Márcia Júlia Araújo
Este artigo apresenta resultados de uma proposta de ensino da Geometria Espacial com a utilização do origami incluindo-se, portanto, na linha de ensino e aprendizagem de Matemática. A proposta metodológica utilizou elementos de História da Matemática e Resolução de Problemas, metodologias estas já bastante desenvolvidas por estudiosos da área. O projeto foi desenvolvido no período de julho a outubro de 2015 numa escola pública da rede estadual da cidade de Manaus e contou com a colaboração de cinco alunos do 1º ano do Ensino Médio, que trabalharam individualmente os cinco Poliedros de Platão, e com uma turma de alunos do 2º ano do Ensino Médio, que participaram de algumas oficinas. O objetivo principal desse trabalho foi aplicar a técnica do origami para a construção dos sólidos platônicos e fazer com que os alunos observem e manuseiem estes sólidos construindo conhecimento. O modelo de Van Hiele serviu como embasamento teórico para nortear o caminho trilhado na busca da construção do pensamento geométrico. Para a coleta de dados junto aos alunos foram realizados questionários que provocavam os alunos a identificar figuras planas e objetos sólidos, seguidos de observações e diálogos relativos à história do origami e da Matemática, encerrando com questões que diziam respeito à resolução de problemas envolvendo sólidos geométricos. Foi feito um levantamento estatístico, com base nos questionários, para verificar as dificuldades encontradas pelos alunos com relação aos conteúdos abordados. Uma análise descritiva do discurso e de elementos psicológicos cognitivos e motivacionais extraídos das observações dos diálogos realizados com o alunado forneceu os subsídios para as conclusões obtidas na pesquisa. Por fim percebeu-se, ao término da execução do trabalho, que é possível aliar a técnica do origami ao ensino de Geometria Espacial de forma a despertar o interesse do aluno pelo assunto sem comprometer o rigor matemático dos conteúdos.
O Ensino de Matemática: uma reflexão da Prática Educacional em três escolas de Ensino Fundamental e Médio da Cidade de Manaus-Am.
(Universidade do Estado do Amazonas, 2017-01-18) Silva, Raimundo Souza da
RESUMO O presente artigo é relato de experiência de 27 anos de ensino de matemática nas escolas particulares e públicas de ensino fundamental e médio do município de Manaus, observando, ministrando aulas e falando da importância da compreensão dos conteúdos para a vida social e profissional. Valorizando os conhecimentos adquiridos desde a pré-escola passando pelo ensino fundamental até o ensino médio e adequá-los ao seu cotidiano. Os procedimentos metodológicos foram norteados pela pesquisa de alunos, filhos e colegas professores de matemática a fim de possibilitar maior interação entre o pesquisador e seu objeto de estudo de estudo e a reflexão da pesquisa foi orientada pelo método etnográfico, que se caracteriza fundamentalmente pelo contato direto do pesquisador com a situação pesquisada e permite reconstruir os processos e as relações que configuram a experiência e os seus significados das informações obtidas. Acredito que o presente trabalho é de grande relevância por suscitar uma questão que é sempre atual como o ensino da Matemática.
O Ensino Explícito nas Resoluções de Questões Gráficas do ENEM no 3° Ano do Ensino Médio
(Universidade do Estado do Amazonas, 2017-01-18) Henrique, Napoleão da Cruz
Este trabalho é resultado de uma pesquisa que utiliza como ferramenta de ensino/aprendizagem da matemática a metodologia do ensino explícito. Partindo da observação da avaliação do Exame Nacional do Ensino Médio (ENEM) verificou-se a deficiência na realização de questões com gráficos. Os gráficos e tabelas como conhecemos hoje, são usados em muitos artigos, jornais e revistas para transmissão de informações. É uma maneira simples de organizar e publicar dados como resultado de uma pesquisa, neste sentido, buscou-se aplicar a utilização dessa ferramenta junto aos alunos do 3º ano do Ensino Médio da Escola Estadual Ângelo Ramazzotti. A estratégia de ensino na proposta do ensino explícito é estruturada em etapas seqüenciadas e profundamente integrada, por isso o método o em professor busca, de modo intencional, apoiar o aprendizado dos alunos através de uma série a ações em três grandes momentos: preparação e planejamento; o ensino propriamente dito; o acompanhamento e consolidação. Neste contexto, a pesquisa consolidou-se seguindo essa proposta no período de novembro de 2015, obtendo êxito nos resultados obtidos, reafirmando a importância deste tema matemático na educação.