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Explorando geometria elementar através de jogos e desafios
(Universidade Federal de São Carlos, 2012-10-19) Magri, Marcela Arantes; Salvador, José Antonio; https://lattes.cnpq.br/2487171069472158; https://lattes.cnpq.br/3842099407889089
It is presented in this thesis a didactic proposal for pedagogical teaching aspects of Geometry through games and challenges. The main goal is to present a more didactic resource for teachers of elementary Mathematics. The games have been widely used in classroom. However, living in an increasingly competitive world, students focus only on winning the game and most of the time end up forgetting the exploration of mathematical content that is supposed to be learned. Given that, it was decided that cooperative games is an interesting option in which partnership and cooperation is more important than rivalry. We formulated and used games and challenges that could be conducted outside the classroom to explore locations, using measures of length and angles with an adventure approach to the problem of treasure hunting. We also used recreational and computer kits, synchronized with the current world that can subsidize teachers wishing to work with the initial concepts of Geometry in a different and motivating way for students.
Quintais agroecológicos: sala de aula informal paracapacitação formal - as experiências do assentamento rural Araras 4
(Universidade Federal de São Carlos, 2012-10-19) Mantovanelli, Diogo Fonseca; Stolf, Rubismar; https://lattes.cnpq.br/7945351576726409
Given that the extinction of biodiversity, and considerable environmental and social degradation, is intrinsically linked to the conventional mode of production and consumption patterns, it becomes possible to identify that the challenge we face is not simply a matter of achieving the global demand for food since, quantitatively, this objective has been reached. Science is then faced with a paradigm. It is crucial that scientists involved in the search for environmentally friendly and sustainable agricultural technologies worry about who actually will be benefited from them. It is also necessary to identify what is produced, how it is produced and for whom it is produced. Accordingly, agroecological production systems shows to be responsible for the recovery of soil fertility, promotion of food sovereignty and social inclusion of individuals affected by it. In the same way, permaculture design proposes the systemic thought and conception of ecological principles so the planning, the management and the improvement of the efforts made by individuals and communities may lead to a viable future. These two approaches provide technical and practical subsidies for sustainable use of natural resources and should be included in actions of technical assistance and rural extension (ATER acronym in portuguese). The purpose of this work was to systematize the experiences of an action research in critical ATER, which resulted in the training of agroecology and permaculture students from UFSCar and producers of the settlement Araras 4, located in the municipality of Araras, São Paulo, Brazil. Based on the results, we can conclude that the teaching of agroecology and permaculture, practical experience and educational spaces can assist in teaching and learning, and provides products and models to be followed by producers.