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A Relação com o Saber de diretores: situações de conflitos e violências escolares
(Universidade Federal de São Carlos, 2023-07-06) Morito, Jéssica Veloso; Luiz, Maria Cecília; https://lattes.cnpq.br/7425361719028650; https://orcid.org/0000-0001-5140-2753; https://lattes.cnpq.br/4297187055755733; https://orcid.org/0000-0001-7356-7241
The discussion on violence in the school environment focuses on understanding what the cycles of violence(s) are, in such a way that it provides a welcoming space in the consolidation of welcoming so that the school body, first of all, wants to be in that place to that afterwards, seek a quality education for their students. From this premise, the objective of this research is to analyze the principals' knowledge in relation to school violence. For this, the speeches of school directors were analyzed - through the transcription of the recordings of the meetings by Google Meet - from 10 Brazilian states, who made up a group of professionals who participated in the training course in mentoring directors carried out in partnership between the Federal University of São Carlos (UFSCar) and the Secretariat of Basic Education of the Ministry of Education (SEB/MEC). Complementarily, the research problem is how do principals deal with violence at school? The theoretical foundation is punctuated in the knowledge of the school directors in the perspective of the theory of the Relation with Knowledge (RcS) of Bernard Charlot (2000). The methodology used was qualitative research with an exploratory approach, based on the analysis of the sayings and reflective activities carried out by these directors, with a clipping of one of the thematic rooms of the course called “Social and school violence: the challenge of everyday relationships”. It was concluded that there was an ease in recognizing spaces with situations of explicit violences, however, at the same time, there was a difficulty, on the part of the researched directors, in identifying moments of protagonism in these same areas. Future studies are indicated in order to follow more closely the panorama of violence in the new social configurations that enter the walls of schools and the practices of these directors in different regions of Brazil, mainly due to the diversity of Brazilian schools.
Relações entre a Resolução de Problemas, Educação Financeira e Matemática Financeira: uma revisão sistemática em pesquisas brasileiras
(Universidade Federal de São Carlos, 2023-07-06) Iassuoka, Daniela Alessandra del Nero; Oliveira, Paulo César; https://lattes.cnpq.br/7516513469811353; https://orcid.org/0000-0003-2514-904X
This research aims to establish relationships between Problem Solving, Financial Mathematics and Financial Education. To fulfill this purpose, we chose to use two databases, the Coordination for the Improvement of Higher Education Personnel - CAPES and the Brazilian Digital Library of Theses and Dissertations - BDTD, at the level of theses and dissertations, in the form of a qualitative bibliographic research. In a complementary way, we analyzed curricular documents considered as documentary sources. The research was guided by the following research question: what relationships are established between the thematic axes of Problem Solving, Financial Education and Financial Mathematics in school contexts of Basic Education? As a result of the research, both in documentary sources and in master's dissertations, we found inconsistencies in the conceptions and conceptualizations involving the thematic axes in question.