Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This paper presents a qualitative analysis of the answers given by four students of the Early Years of Elementary School regarding algebraic concepts. The objective of this work was to analyze the students' resolution strategies in two situations that contemplate the context of the equations, focusing on the algebraic concepts that emerge from these resolutions. The methodology employed for this purpose was based on the Piagetian clinical method in which students were asked about their answers when answering the questions of the applied diagnostic instrument. As for the data analysis, this was qualitative and interpretative in light of the theoretical framework adopted. Research has shown that students in the early years of elementary school can solve situations with an emphasis on equations and functional relationships. These students have great potential for developing algebraic thinking, becoming evident when they make use of algebraic properties and present general ideas from particular situations.

In this work, we reflect over an experience of geometric modeling of brand logos that is developed in the educational perspective according to Kaiser e Sriraman (2006), classified as intermediate between the second and third levels, considering the relationship between Mathematical Modeling and curriculum developed by Barbosa (2001). We aim to identify the character of discussions between teacher and students and the steps that made up the learning environment, and analyze how students make the first contact with Analytical Geometry contents from previous knowledge about functions and exploration of resources. of a computer program. We observed the dynamics in a high school classroom focusing on the teacher's and students' performances during the dialogues in this learning environment. We registered evidence that: the discussions were mathematical or technical, with priorities for the first category. The teacher's performance, in line with Pedagogy of the Question, favored the autonomy of the students, who developed the task with some degree of independence, connecting previous knowledge and new experiences and, despite some difficulties, left the comfort zone of closed and well-defined activities

As instituições de ensino vêm promovendo debates e reflexões sobre a educação inclusiva, cuja legislação nacional é recente e provoca mudanças no sistema educacional quanto às atitudes sociais estabelecidas ao longo dos anos. Dentre essas mudanças estão as vinculadas às práticas pedagógicas, que demandam metodologias específicas e pertinentes a essa realidade. Além disso, torna-se necessário promover espaços para divulgação dessas metodologias junto aos professores, tanto em cursos de formação inicial como continuada. A situação apresentada circunscreve a investigação descrita neste artigo, cujo objetivo consiste em analisar aspectos do discurso do intérprete de Libras em aulas de Física, o que, muitas vezes, tem se tornado um desafio, considerando as especificidades e a complexidade da área. Para tanto, analisam-se as transcrições de áudio da fala de uma professora de Física em confronto com o discurso elaborado na língua de sinais pela intérprete. Tal análise permite identificar a pertinência na tradução dos exemplos utilizados pela professora de Física, entretanto, revela problemas em termos da discussão dos conceitos físicos envolvidos. Como resultado, o estudo aponta que o profissional em Libras que atua nessa mediação necessita estabelecer melhores aproximações com os professores das disciplinas específicas e que o estudo prévio possibilita alternativas de uma atuação mais eficaz.

This work aims to present the contributions of a pedagogical workshop that used newspaper reports on the rupture of the dam of the mining company Samarco that took place in Mariana in 2015 in the process of teaching and learning students of the 3rd year of high school. This workshop is one of the results of a professional master's work for which an educational product was developed: a notebook of workshops for Basic Education teachers to be able to develop the production of journalistic texts. The theoretical-analytical framework adopted in this research was based on the Actor-Network Theory (TAR). According to ART humans and non-humans have the same ontological importance and when analyzing a sociomaterial practice as a teaching process, learning should be investigated as an “effect” of the associations and flows of the performed networks. Our results indicate that the workshop contributed to students' learning, since these subjects became involved in new alliances formed during the development of the workshop. We understand that the workshop with newspapers must be disseminated and developed in schools, as well as objects, such as newspapers, to be taken for analysis with the same relevance as human entities.

Yellow Fever is an infectious non-contagious disease transmitted to humans, by the bite of mosquitoes hematophagous of the family Culicidae. There are about 200,000 cases per year worldwide, causing the deaths of 30.000 people, mainly in tropical climate areas. Therefore, this work sought to understand the knowledge level of the students of the second grade of a high school of the Federal School of Floriano, Piauí on Yellow Fever, aiming to guide them on the subject, through an educational intervention using an informative magazine as alternative didactic material. A qualitative-quantitative research was adopted. A pre-test questionnaire was applied with closed questions before intervention, and a post-test after the activities developed. It was verified that the students did not have a satisfactory knowledge about the disease, mainly about the etiological agent, vector and the responsible species for the transmission of Yellow Fever in the  urban and wild cycle. Therefore, after the educational intervention with help of the journal, it was possible to verify the construction of a meaningful learning about the key points of the disease and its prophylaxis. Thus, these alternative teaching methodologies in the school context can promote the construction of knowledge and consequently the promotion of health.  

Studies about the Science, Technology and Society (STS) triad have been gaining ground in the school scientific environment. In this sense, this approach provides an interdisciplinary teaching learning, providing students with a critical and social view of scientific and technological themes. Thus, energy is related to several relevant aspects of society and thus receives prominence in science education and its technologies. Thus, this research aims to study and understand the previous conceptions presented by high school students about the STS triad and how they relate it to issues present in their daily lives, more specifically about the energy theme. For this, a qualitative research was developed with the application of an open questionnaire to a class of the first year of high school. From the content analysis of Bardin (2008), students' answers were classified into categories with theoretical basis in the works of Bazzo et al (2003) and Bucussi (2007). In the end, it was concluded that the STS approach is not very present in the school and that the students cannot relate it to everyday subjects maintaining a consistent line of reasoning.

This work aims to discuss the role of explanations and examples in teaching mathematics that happen amid the use of norms and descriptions. The descriptions of mathematical rules can be misinterpreted due to the polysemy of our words. Such polysemy is responsi- ble for the misinterpretations that compromise the teacher's explanations and consequent- ly the student's learning. So the important thing is to ask ourselves how we use words to teach. Even if our suggestion is the emphasis of language on mathematical education, we recognize the vagueness of our ordinary language. The search for meaningful words to avoid uncertain words may be the goal of the educator who is attentive to the language in his teaching practice and thus, privileges the listening of the student's voice to understand what has been interpreted through his explanations. In this sense, we rely on Wittgen- stein's philosophy of language, more specifically on his second philosophical moment, as well as on some of his commentators and mathematical educators who rely on his philos- ophy.