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Querido diário... o que revelam as narrativas sobre ludicidade, formação e futura prática do professor que ensina(rá) matemática nos anos iniciais
(Universidade Federal de São Carlos, 2018-12-13) Silva, Américo Junior Nunes da; Passos, Cármen Lúcia Brancaglion; https://lattes.cnpq.br/2297203444364327; https://lattes.cnpq.br/5104791370402425
This study aims to investigate what narratives of undergraduates of the Pedagogy course of UFSCar, constructed during the formation, about the playfulness, the teaching of mathematics and the being a teacher who teaches mathematics in the initial years. For this, therefore, we are based on the presuppositions of a narrative research, choosing it as the best way to understand the experience and embracing the narratives, simultaneously, as a method and as a phenomenon to be studied. The field texts, constructed throughout the research, were the diaries and narrative interviews conducted. We hope to understand, and this is the thesis that we defend, as the construction of these diaries and the anamnesis of their lives may have been formative and have influenced the constitution of the teaching identity of the participants. The look we have given focuses on the narratives produced during the last two years, from initial contact with the subject of "Mathematics: contents and their teaching", in the second half of 2015, to the narrative interview conducted in the first half of 2017. For composition of the research texts we consider the experiences lived and what the five students revealed in their field texts. We try to present them as a journal entry and taking into account the dynamic movement of experiences. These narratives were analyzed, therefore, in view of the following narrative movement: i) Look at what proposes the course of Pedagogy of UFSCar in search of evidence of how this formation occurs and how it was signified by the students; ii) Focus on the initial narratives and glimpses of the participants' life histories, in search of the revealed conceptions about playfulness, and to become a teacher who will teach mathematics in the initial years; and iii) Narrate, therefore, our experiences with the discipline, in the movement of the own experience, to understand how they were meant, in order to broaden the look on the research puzzle. It was from the look to the Pedagogical Project that we perceive that there is an overvaluation of a specific profile of formation. From the history of the course and its connection, since its inception, with the issues of guidance and school administration and what the students presented to us, we noticed that prioritizing one aspect of training to the detriment of others. A greater concern or closer look at the teacher training that will teach mathematics in the early years and its playfulness, for example, have been silenced in the paper. Throughout the field texts we realize that the initial formation has a socializing influence and that it depends on the nature, the structure and the training model, as well as the beliefs and what the students bring and that were constructed throughout their histories of life. The students came to the research space with their stories and built beliefs about being a student and teacher, about mathematics and how to teach it. The process of writing about encounters and taking back, from the life story itself, how this construction of the relationship with mathematics took place, made it possible to demystify the fear and some difficulties that they had. We realized that the narratives produced during the training revealed a great deal about formation, playfulness, and being a teacher who taught mathematics in the early years. The life history elements of students in Pedagogy, recorded in journals during initial formation, focusing on mathematics and playfulness, reveal marks - positive and negative of mathematics -, provoke reflections and questions about being a teacher who will teach mathematics in the early years and give clues about the professional constitution of teachers.
Projeto político e projeto pedagógico de escolas quilombolas amapaenses: contextualizando as altas habilidades/superdotação
(Universidade Federal de São Carlos, 2018-12-13) Almeida, Roanne Priscila Castro; Rangni, Rosemeire de Araújo; https://lattes.cnpq.br/6399149504309769; https://lattes.cnpq.br/4227399058331918
There are people with giftedness in any population regardless the condition. However, they need to be identified and strengthened with services that enrich and favor their development process, respecting their cultural identity. There is a discrepancy regarding the schooling of the black population compared to the white Brazilian population at any level of education as well as the target public of Special Education, specifically gifted students. It is believed that through school actions it will be possible to achieve a social transformation with equity. In this way, the school should have as a guiding principle visible actions in its Political Pedagogical Project (PPP) and interventions by Pedagogical Projects (PP). In this perspective, we aimed to analyze the PPPs and PPs of two Quilombolas schools in Amapá in order to verify if they contemplate giftedness. And as specific goals: understanding the scenario of Quilombola education in the state of Amapá; analyzing the context of the schools studied, based on their PPPs and PPs; verifying which area(s) of giftedness are more explicit in the PPs of the schools surveyed; expanding the discussion of Giftedness with indications for identification, through projects of the provision and enrichment. The research was qualitative documental with a multiple case study. The results pointed out: i) the state of Amapá had 21 Quilombola schools and 1,955 students; ii) in Amapá, in the year 2017, there were 271 enrollments of students with giftedness; iii) the school PPPs indicated weaknesses in Special Education, as they did not even mention students with giftedness as a public to be considered by the school; giving emphasis to the limitations of the students; iv) the projects of both schools presented goals that favored the students, but it was verified that the identification could be done through the provision, as well as for the curricular enrichment as a form of supplementation, both as possible means to combat the existent educational problems in the school institutions. The analysis of the two schools made it possible to understand that there is an exclusion of students with giftedness in Amapá, with more prominence in Quilombolas schools.
“Servirão lasanha no RU amanhã”: alguém fala assim?
(Universidade Federal de São Carlos, 2018-12-13) Hora, Mariana Teixeira da; Yokota, Rosa; https://lattes.cnpq.br/9230517686993400; https://lattes.cnpq.br/3186789619825692
In this research, we aim to analyse textbooks used as reference material in Portuguese as a foreign language (PFL) courses and its webpages, which are used as supplementary material. We intend to investigate grammar teaching of the future tense in Brazilian Portuguese on its two main forms: synthetic (amarei) and analytical (vou amar). Considering recent researches on the topic, we present the following questions: a) Is there correspondence in grammar description of the future tense in both textbooks and recent academic studies about the uses of this tense? b) Do the activities in textbooks and website provide elements that enable learners to express the future in different contexts, registers and categories of speech? Furthermore, we elaborated a prototype of a teaching unit that addresses the future tense, which was a result of the reflectance built along the research and aims to establish a connection between theory and practice. In effect, this analysis intends to promote reflection concerning grammar teaching in PFL, considering the real uses of both written and spoken language.
Sistema de localização híbrido baseado em nuvem para ambientes internos e externos
(Universidade Federal de São Carlos, 2018-12-13) Mendes, Raul de Queiroz; Aroca, Rafael Vidal; https://lattes.cnpq.br/9262228584082064; https://lattes.cnpq.br/5042730285685241
With the emergence of global positioning systems (GPS), several applications could be designed based on location services, logistics chains, games, agriculture, business, security, among other applications. In this way, GPS allows obtaining locations in an external environment with some accuracy and about one centimeter of accuracy using the GPS with real-time kinematics (RTK). RTK GPS systems, however, are still expensive and rely on individual base stations and have their performance degraded indoors, or even outdoors in the presence of trees or clouds. Also, there is a growing need to locate mobile devices, such as tablets and smartphones, or even indoor mobile robots, where GPS does not work well. Thus, this work proposes a hybrid location system capable of using different technologies to provide indoor and outdoor location of mobile robots or other devices. For outdoor location, the GPS technology was used. For indoor location, Animalltag Chiip 01 Bluetooth Beacons trilateration and Wifi Node MCU (ESP8266) trilateration were used. Moreover, a cloud system was developed for the hybrid location system to process, store and visualize data.